The Impact Of Strategy-based Instruction On English Reading Proficiency In Junior High Schools

The focus of foreign language teaching has gradually shifted from teachers' teaching to students' learning since the 1970 s.The importance of learning strategies has been realized by more and more educators.As an important part of language learning strategy,reading strategy has attracted great attention in the educational field.The main purpose of this study is to explore the effect of the Strategy-based Instruction on junior high school students' reading ability.In order to testify the feasibility and effectiveness of SBI teaching model,the author conducts an empirical study.The subjects of this research are 80 second-year junior high school students in Lianyungang Guangming Bilingual School.They are selected from two parallel classes(the experimental class and the control class)and taught by the same teacher,using the same teaching materials.The SBI teaching model on reading strategies is carried out in the experimental class,while the control class receives the traditional teaching method.In this study,the data are collected through questionnaires,reading tests and the interview.All the collected data are analyzed and discussed with SPSS13.0.The conclusions of this study are summarized as follows:(1)Junior high school students lack the consciousness of using reading strategies before the SBI training.(2)Compared with the control class,the frequency of strategy use and reading achievements of the students in the experimental are significantly improved after the SBI training.The results prove that the SBI teaching model is effective,which can improve students' awareness of strategy use and reading ability.