An Experimental Study On Strategy-based Instruction Of Junior High School Students' English Reading

In language learning,reading is an important way for people to obtain information and it is a crucial part of foreign language learning.It is not only a means of foreign language learning,but also the main purpose of foreign language learning.Therefore,reading ability plays a key role in English learning and language output,and plays a significant role in teaching.However,in the practical English reading classroom,teachers often neglect the teaching of English reading strategies and pay too much attention to the practice of language knowledge.This leads to many students' problems in reading process,such as low interest in learning,poor reading level and small reading volume,and besides they can't use reading strategies to improve their reading quality effectively.In the long run,English reading has become a major problem for junior high school students.With the in-depth study of learning strategies,more and more people begin to pay attention to the role of foreign language learners' learning strategies.In recent years,many scholars have conducted in-depth researches on reading strategies,but most of them mainly focus on the use of English reading strategies in college or high school.However,there are many differences between college students,senior middle school students and junior middle school students in their age,language level,learning environment,learning contents and teaching methods,which will lead them to choose different reading strategies.In this paper,the teaching method based on strategy training is applied to the teaching of English reading in junior middle school,aiming at exploring effective teaching methods of English reading for junior middle school students,helping students improve their English reading level.Based on the theory of English reading strategy,this study investigated the application of junior middle school students' English reading strategies by the means of questionnaire,interview and test.Whether the use of reading strategies is helpful to improve reading efficiency and reading level is investigated.The experiment lasted 16 weeks,and 80 students in grade eight(15)and(16)were selected as experimental subjects,and the experimental class and control class were formed.The students in the experimental class are trained in specific reading strategies,and they are trained to use reading strategies in and out of the class.The control class students do not have the guidance of reading strategies,and use the traditional teaching methods.The author investigated the current situation of English reading strategy teaching in junior middle school through questionnaires and pretest papers,and analyzed the results,so as to understand the basic situation of junior middle school English reading strategy teaching.After a period of trial,the author conducted a post-questionnaire survey and a post-test.After analysis,the reading speed of the students in the experimental class has been greatly improved,and the awareness of reading strategies has been significantly enhanced.The reading level of the students in the experimental class is obviously higher than that of the control class.Through the study,the author found that the teaching method based on strategy training has effectively improved the reading level of junior high school students.The findings provide references for junior middle school English reading strategies teaching,help enrich the research data of junior middle school English reading strategy teaching,and provide an effective way to improve English reading teaching and learning.