The Application Of Dialogue Teaching To English Reading Class In Senior High Schools

Reading is the foundation and key to the four language skills like listening, speaking, reading and writing, which is also the main channel for learners to gain language input. Therefore, to strengthen reading teaching and improve students’ English reading ability and level is the central task for English teaching in senior high schools. With the deepening of the new curriculum reform, traditional English reading teaching methods can hardly meet the needs of foreign language teaching reform, and thus it is urgent to find a more effective way of English reading teaching. It is well recognized that reading teaching is a process of exchanging ideas between teachers and students that takes text as a intermediary, and the process includes multiple dialogue relations. Dialogue Teaching is a teaching form that reflects the concepts of equality, openness, listening, communication and cooperation in the context of the new curriculum reform. Therefore, how to understand and implement English reading teaching as the process of dialogue requires further studies and research. The research attempts to explore whether it is effective to implement Dialogue Teaching in senior high English reading class, how to apply Dialogue Teaching to English reading class in senior high schools, and how to promote senior high English reading teaching through Dialogue Teaching so as to improve students’ English learning interests, English reading level as well as the comprehensive language competence.Based on Paulo Freire’s dialogue theory, acceptance aesthetics theory and constructivism theory, this study intends to put forward an operation mode of Dialogue Teaching in senior high English reading class. The subjects of this research is the students of Class 5 in Grade 2, a middle-upper class in terms of English performance chosen from Senior High School Attached to Shandong Normal University. The author has carried out a dialogue reading teaching experiment for one semester, aiming to discover the influence of dialogue reading teaching on students’ English reading level by analyzing the changes of students’ test scores between before and after experiment. After the experiment, the data was analyzed by using SPSS 22.0, and the research has proved the effectiveness of the application of Dialogue Teaching to English reading class in senior high schools. In addition, a questionnaire survey is conducted to the subjects, intending to understand the role of dialogue reading teaching in improving students’ English reading interests. The survey results are analyzed and discussed, which includes five dimensions: the dialogue between the students and the text, between the teacher and the students, between one student and the others, between students themselves and students’ overall view of English reading class. The results demonstrate that dialogue reading teaching has greatly enhanced students’ enthusiasm and autonomy in English reading learning and has helped to form a harmonious relationship between teachers and students. In order to know the teachers and the students’ understanding and views on dialogue reading teaching, six students in class 5 and three teachers of senior 2 are interviewed. The interview results show that students’ feelings are generally consistent with the results of the questionnaire, and meanwhile, the teachers believe that, in the long term, this English reading teaching mode has more advantages than the traditional English reading teaching methods.Based on the results, the author tries to propose implementation strategies of dialogue reading teaching: conducting effective input which is close to life to stimulate students’ interests in the text; grasping the key topic of clever design to guide students into a dialogue with the text in depth; encouraging the students to think with doubt and become the main body of asking questions; having a correct view of the reading target to balance the relationship between presupposition and generation. It is sincerely hoped that this study can have certain implications for senior high school English teachers, and the research findings will have guiding role and reference value in improving students’ English reading interests and level, as well as enhancing students’ comprehensive language competence so that the research can make certain contribution to promoting English reading teaching in senior high schools.