A Study On Effectiveness Of Strategies-based Instruction In English Reading Teaching In Junior Middle Schools

For a long time, English reading ability as a basic language skill, occupies an important role in English learning. Thus, the cultivation of English reading ability became the focus of English teaching naturally. Reading strategy, as an important part of language learning strategy, has already caused people’s attention. Since the 1970 s, reading strategy has been in the attention of scholars both at home and abroad. But most of those researches selected college students as the research object; English reading strategy researches that aim at the junior middle school students are few. In addition, in China, a lot of middle school teachers’ cognition on reading strategy is not profound and deep, so they don’t pay much attention to the cultivation of students’ reading strategy. In English teaching, those teachers still persist in the traditional reading teaching mode, thus hinders the formation and development of students’ autonomous reading ability to some extent. Therefore, the research aims at the effectiveness of strategies-based instruction in junior middle schools English reading teaching is very necessary.In this study, on the basis of predecessors’ researches, through reading strategy training experiment to prove the effectiveness of SBI teaching mode in junior middle schools English reading teaching. The author selected two classes in Grade 8 as research object; the students’ total number is 96. The author adopted SBI reading teaching mode in the experimental class, while in the control class, teaching still adopted the traditional regular pattern of reading teaching. Before the experiment, through data analysis to ensure that there is no significant difference between the experimental class and control class both in reading level and language learning level. In addition, the author used a questionnaire survey to the experimental class students about reading strategy using situation. After the experiment, the author used a post-test in both two classes and also did a post-questionnaire survey about reading strategy using situation in experimental class. Finally, using SPSS statistical software to do quantitative analysis to the collected data, the conclusions summarized as follows: the consciousness of reading strategy using in junior middle school students is very weak, the frequency of utilization of most reading strategies belongs to low frequency; Through the experiment, while after contrast, there is no significant difference between the pre-test and post-test results. But after the experiment, the experimental class students’ reading strategy using consciousness increased significantly, indicating that their strategy consciousness can be trained. After this, through interviews, the author did a further research of whether reading strategy training can help students to read effectively. The results confirmed that in the junior middle schools English reading teaching, adopt the strategies-based instruction is feasible and effective.Due to many factors, there are still many limitations in this study, but for the junior middle schools English reading teaching, the research also plays a role in propulsion and reference both in theory and practice, and puts forward suggestions for related research in the future.