A Study Of English Reading Teaching From Perspective Of Text Interpretation In Senior High School

As one of the language skills of English,reading plays a critical role in English teaching and learning.Thus,how to guarantee English reading teaching effective is critical.In fact,text interpretation as a teaching conception is helpful for English reading teaching which is a prerequisite for efficient reading teaching.This study is aimed to know current situation of text interpretation applied in English reading teaching of senior high school.It is important in studying the effect of text interpretation on English reading teaching;use of reliability and validity test,pilot test makes the study more scientific.In order to know current situation of text interpretation applied in English reading teaching of senior high school,three research questions in this study are focused:(1)What are the teachers' understanding and students' feedback about text interpretation?(2)What dimensions of text interpretation do teachers apply in English reading teaching in terms of style and structure,language,text information,reading strategy,culture and affect?(3)What are the effects of text interpretation on the English reading teaching?With the purpose of answering these three questions,the study is carried out in Yantai No.1 Middle School.Two hundred and five students in grade one and thirty English teachers are chosen as participants.Questionnaire,interview and classroom observation are adopted as research instruments.Besides,reliability and validity of teacher's questionnaire and student's questionnaire are respectively tested.For teacher's questionnaire,the value of Cronbach's Alpha is.829;the value of Kaiser-Meyer – Olkin is.781.The value of Cronbach's Alpha and the value of Kaiser-Meyer – Olkin in student's questionnaire are respectively.803 and.880.Before teacher's questionnaire and student's questionnaire are distributed formally,pilot test is done in order to know whether participants understand questions in questionnaire and whether participants know how to do questionnaire.After the collection of the data in questionnaire,the data are keyed into SPSS 20.0;the descriptive analysis isused to analyze the percentage of each item in questionnaire.Then five English teachers and five students are interviewed respectively.Their interviews are recorded by cell phone.Twenty English reading classes are observed.In the process of classroom observation,classroom observation scale is filled.Through the study,the major findings are clarified below.Firstly,most young and middle-aged teachers have known knowledge about text interpretation and relationship between reading teaching and text interpretation.However,their interpretation is not satisfactory: some of the teachers only focus on single dimension of text interpretation,such as language points.Hence,influenced by teachers,not all the students can perform well in reading class.Secondly,most teachers can excavate most of the knowledge about language and text information.The reason is that teachers think that language serves as the role of improvement of students' grade in English exam.Thirdly,if teachers don't interpret reading text fully,students cannot express own ideas effectively and gain positive affective experience.As a matter of fact,this study is helpful for English reading teaching;however,there are still limitations in this study.It is hoped that further study can improve that.