A Study Of Content Language Integrated Learning In Reading Comprehension In Junior High School

Content and Language Integrated Learning(hereinafter referred to as CLIL)a kind of new teaching mode,was adopted in Europe in the early 1990 s,and is quickly developed.This kind of teaching mode advocates “learn a language in the process of learning contents;and learn contents in the process of language learning.” Language learning and content learning will be both focused through the mutual context learning consisted by language learning and disciplinary knowledge.This is to reform the teaching modes for the current English classroom reading,and thus to inject fresh blood and bring new breakthrough for the teaching practice in junior high schools.This paper is based on the theory of CLIL and the theories of reading,by studying the CLIL teaching mode,I try to explore the effectiveness of CLIL teaching in English reading teaching practice,aiming to answer the following question: if CLIL teaching mode can be adopted in the English reading classes in junior high schools,can we set up a "reasonable" outline before reading to enrich language input and create the real situations,strengthen the multidimensional interactions and focus the output to establish some specific application mode?As to the research,I adopt the method of literature,questionnaire surveys and action researches.I did a comparative research on two paralleling classes in grade 8.The learning material is the reading sections in the textbook of Oxford English for Junior Schools.During the past one year,I did the research according to the ways to carry out research projects in line with the method of "tracking-analysis-feedback".The results show that CLIL teaching result is superior to the traditional grammar translation method in reading teaching.Students' achievement is significantly higher than that in the classes adopting the traditional methods,which suggests that CLIL teaching mode can improve the quality of English reading teaching,students' reading ability and learning efficiency.CLIL teaching method is better than traditional methods.In this paper,the research results can replace the traditional teaching methods in English reading teaching for middle schools.CLIL localization practice through the application of the paradigm of teaching theory will be put forward and be set up as the new guidance to guide our reading teaching and the relevant research results also can be used as the theoretical support for further teaching application researches.