A Study On The Application Of Content-based Instruction In Senior High English Reading Teaching

As one of the four basic skills of language learning,reading plays a crucial role in English teaching.It can not only enhance students' comprehensive abilities but cultivate their abilities to analyze and solve problems,helping to develop other language skills,such as listening,speaking and writing.Meanwhile,it is also an important source of students' input corpus,which is directly related to students' overall English ability.Therefore,reading has always been the focus and difficulty of high school English teaching.In recent years,the new National English Curriculum of high school and the reform of College Entrance Examination have put forward higher requirements of English reading teaching.But there are still some problems,such as the backward teaching methods,inappropriate reading materials,over-loaded teaching work and so on.So it is necessary for high schools to renew the teaching ideas and methods to deal with the changes and challenges in the process of educational reform.In this thesis,the author introduced "Content-based Instruction"(CBI)and applied it to high school English reading teaching,in order to provide a teaching idea and a teaching mode for high school English teachers.Content-based Instruction which integrates content learning with language acquisition on the basis of Communicative Linguistics,has become a research hot spot both at home and abroad.However,researches on applying CBI in Chinese high schools are much fewer.Thus in this thesis,the author attempts to carry out an empirical study on the application of CBI in high school English reading teaching.The thesis focuses on three research questions: First,are students motivated by Content-Based Instruction? Second,can Content-Based Instruction improve students' reading ability? Third,what are the advantages of Content-Based Instruction? The four-month experimental study was carried out in a Jinan senior high school and the subjects were 102 students from two parallel classes.During the study,the author used several instruments to collect data,such as questionnaire,test and interview.After that,she analyzed the data with the help of SPSS 22.0.Finally,the result shows that:1.CBI can promote students' reading interests and motivation.The results of the questionnaires show that after a period of CBI reading teaching,the students in the experimental class are more interested in reading,more motivated to read and more confident when taking reading exams.2.CBI can effectively improve the students' reading ability.By analyzing the students' pre-test and post-test scores,the author found that the experimental class and the control class had almost the same reading performance in pre-test.But after four months of CBI teaching experiment,the scores of post-test in experimental class improved significantly,while there were no obvious changes in comparative class.3.Compared with traditional reading teaching methods,CBI has many advantages.It can promote students' reading motivation,develop students' self-learning ability,improve students' comprehensive language level and so on.Though there are still some limitations,CBI can be regarded as a practical and effective teaching method.