An Empirical Study Of Content-based Instruction On English Reading Education In The Senior High School

The importance of learning English is becoming more and more significant,with English becoming an international language.At present,it is required in the New English Curriculum Standard of the middle school that students’ English quality should be improved with China’s social development and economic construction.It is the key progress to cultivate students’ English quality in senior high school.The study of English language depends on the comprehensible input.Reading is the main method to increase comprehensible input.Content-based Instruction refers to the teaching of language based on certain discipline or certain content,which can combine language learning with subject knowledge,aiming at improving the level of students’ knowledge and cognition,thus improving their language level.Based on the present situation of reading teaching in high school,Content-based Instruction will be applied to this thesis,and the following questions will be studied:(1)What are the problems of English Reading Teaching in Senior High School?(2)How can the Content-based Instruction be applied to English Reading Teaching in Senior High School?(3)What are the effects of the application of content based instruction to English reading teaching in senior high school?The current situation of English reading teaching is not optimistic in senior high schools.There are many problems such as low participation of students and their slow reading speed.The interest,strategy and motivation of reading have been ignored for long time.All these show the full necessity to apply the content-based instruction to English reading teaching in senior high school.Senior high school students have formed a complete language system on the basis of learning their mother tongue.Base on that,it is necessary for students to read challenging content to stimulate their learning motivation and interest.From the cognitive point of view,the content is a key factor in reading comprehension,and the content of the students’ level is helpful to the improvement of students’ cognitive level.Based on the above theories,the Content-based Instruction will be used to teach English reading in senior high school.A total of 110 students are selected as the research subjects,and the questionnaire method,experimental method and interview method are used to study the two classes in Jilin Province.After that,an empirical study has been conducted on English reading teaching for three months in the second grade of Jilin No.1 Senior High School in Jilin Province.One class is empirical class where the Content-based Instruction is applied to reading teaching.The other is the controlled class where the traditional reading teaching is applied.The professional Statistical Product and Service Solution 18.0 will be used to analyze the result of the reading test at the beginning and the end of the semester.It is discovered that the different performance in the experimental class and the controlled class.After the experiment,the attitude towards the Content-based Instruction of some teachers’ and students’ will be obtained by the interview.This thesis includes five chapters.Chapter one is the introduction.The background of the research will be illustrated,based on the importance and present situation of reading teaching.Furthermore,the aim and the significance of the research and the layout of the thesis will be put forward.Chapter two is the literature review.The basic concept and relative theories of Content-based Instruction will be illustrated.Then,the foreign and domestic studies on the English reading teaching will be discussed.What’s more,the present situation of English reading teaching will be studied further in senior high school.The process of Contend-based Instruction empirical study in senior high school will be talked about in chapter three.The subject,method and process of the study will be analyzed in this part.The questionnaire,test,interview will be included in the process of study.Teaching procedure and teaching design will demonstrate the application of the CBI in real teaching activities.The collection of experimental data will be discussed,and the analysis of the data will be conducted at the end of this part.The data of study will be analyzed in chapter four,and the questionnaire,interview and reading test before and after the empirical study will be included.The major findings and limitations of this study will be summarized and some suggestions will be given in chapter five.After the study,it is discovered that Content-based Instruction can stimulate students’ reading interest and motivation in learning,which can improve the students’ participation in class.Content-based Instruction helps to improve students’ reading ability and interest in reading.