A Study On The Application Of Recitation-input To English Reading In Junior High School

English reading occupies a significant position in the English education of China.And it is an indispensable way to collect information,acquire knowledge to make a judgement or choice,which broadly scatters here and there in daily life.It's so important for English learners to have a good command of English reading.As for the application of recitation-input into English reading,there exist two debatable arguments: a large number of scholars have held different opinions on the question whether recitation-input plays a great role in English reading ability.Recitation,placing emphasis on learning something based on understanding,differs from rote memorization which outweighs mechanical repetition.It originally stems from ancient China and positively affects many Chinese children's learning of mother tongue.And it's also believed to be a way of comprehensive language input when learning a foreign language,in other words,recitation-input.The exploration of the relationship between recitation-input and English reading is mainly based on input hypothesis,schema theory,and previous study of recitation-input to reveal the influence of recitation-input on English reading.The relationship between recitation-input and English reading is explored for the junior high school English learners.In order to disclose the revelation,two research questions are put forward:1.Can recitation-input enhance the motivation of English reading of junior high school students?2.Can recitation-input increase the scores of English reading of junior high school students?Based on the scores of English cloze test and English reading comprehension in the English Final Test in June 2017,33 students of respectively in Class One and Class Four with the nearly equal English reading levels are chosen in Grade Eight,No.7 Junior High School of Jinzhou,Hebei Province in order to take part in the experiment.A pre-questionnaire survey using Motivation for Reading Questionnaire(MRQ)is conducted to explore their motivation of English reading.The experiment endures for four months with Experimental Class using recitation-input while Control Class without it.Until the experiment ended,a post-test and a post-questionnaire are sequentially taken to check whether the recitation-input of English texts affects the motivation and the scores of English reading.Finally,an interview is conducted as the complement to the pre-questionnaire and post-questionnaire.All the data in the study are analyzed through SPSS 19.0 to draw the experimental conclusion: the motivation and scores of English reading in Control Class don't nearly change,while those in Experimental Class climb to a higher level after four-month experiment.It indicates that recitation-input can actually be beneficial to English reading learning in junior high school,which can help junior high school English learners enhance the motivation of English reading and improve their English reading scores.This finding brings about positive implication not only for junior high school English teachers but also for junior high school English learners.