The Study On The Application Of Dual Coding Theory To Reading English Teaching In Junior Middle School

With the deepening of the new curriculum reform,the concept of key competences emerges as the times require.Reading ability,as one of the language abilities in the key competences of English subject,occupies an important position in English reading teaching.The cultivation of reading ability has become the most important part of English teaching.However,in practical English reading teaching,the major reading models and theories in history put emphasis on verbal factors in the reading process,which can't effectively improve the students' reading ability,and even lose the initiative and interest in English learning.Dual coding theory,a novel cognitive theory,was put forward first by Paivio in the 1970 s.This theory points out that people' cognitive process includes language system and non-language system,language system deals with speech information,and non-language system deals with non-language information that are mainly about image and emotional reaction,whereas non-language system has more advantages than language system in understanding and memorizing materials thoroughly.Aiming at the problems of English reading teaching in junior middle school,this study attempts to apply the dual coding theory to the English reading teaching in junior middle school,in order to verify the effectiveness of dual coding theory in reading teaching in junior middle school.This experiment is guided by dual coding theory,taking two classes of the third grade of Lishan Middle School in Yiyuan county of Zibo city as the research object,and using three kinds of experimental tools(test paper,free report,questionnaire)to collect and analyze data for the study of English reading teaching in junior middle school.During the specific experiment,the experiment class consciously uses dual coding theory teaching method,while the control class uses conventional teaching methods.During the three months' experiment,the reading tests are conducted before and after the experiment,as well as free report tests.At the same time,in order to compare the changes of students' attitudes to the reading teaching model of dual coding theory,the questionnaire survey is conducted in the experimental class before and after theexperiment.The whole experiment results are analyzed through the SPSS(Social Science Statistical Analysis Package)analysis to test the experimental results.Through the study,this thesis believes that the application of dual coding theory on English reading teaching in junior high school is effective.It is embodied in the following aspects.At first,this method can improve the English reading ability of junior middle school students.Secondly,it can also improve the English reading enthusiasm of junior middle school students.Finally,it helps students understand and memorize articles better.In addition,according to the analysis and discussion based on experimental results,the study puts forward the suggestion to junior middle school English reading teaching,which provides some reference significance for junior middle school English reading teaching.