The Research On The Application Of Retellingin Teaching English Reading In Senior Highschool

In senior high school,reading is an important and difficult point in student's study.It is reported that many senior high school students can only understand the surface meaning of some words and sentences but they hardly know their deep meaning.The traditional passage-recite model in junior high school,to some extent,will make students remember some key words and sentence patterns.However,with the development of the new curriculum standard,some communicative characters in English are becoming stronger and stronger.Thus,the conventional passage-reciting model can not reach the requirement of the new curriculum standard any more.At the stage of high school,students' writing and reading ability have higher requirements,especially for student's reading ability.With the implementation of English teaching reform and the present situation nowadays,retelling—as a cognitive strategy,is recommended by some linguists.Some retelling information will be introduced in this paper,which aims at improving students' some abilities including comprehension,summarization and information screening.In view of the current condition of English reading in our senior high school,the feasibility and validity of retelling in English reading of senior high school will be discussed in this paper.And this paper will be based on two main theories which include Input Hypothesis and Output Hypothesis.Experimental method is the main research method in this paper.Two senior one classes in Jiangbei High School of Shaanxi Province would be the research subject-class 13 is experimental class and class 14 is control class.The control class still has the traditional English reading teaching process,and some retelling trainings will be added into the experimental class.The observation and tracking of experiment will last three-and-a-half-month in these two classes.After the experiment,there would be a score comparison in English reading between the experimental and control class.At last,data will be collected and analyzed by the researcher,which aims to draw some conclusions.The results indicate that the experimental class with added retelling trainings hasa better English reading score than control class.In the aspect of choosing retelling materials,students prefer the extra-curricular materials,especially some interesting stories because they think it can stimulate their retell interests and desire.In terms of form and organization of retelling,they are more likely to talk with their partners or among students group instead of retelling by individuals.Through the afterexperiment questionnaire,the researcher finds that they always use the outline and key words as their main retelling methods when they retelling passages.Retelling has an obvious advantage in improving students' reading ability through the research investigation.What's more,most of the students in experimental class hold a positive attitude towards retelling.Therefore,it is a good way not only for English teachers to add some retelling practice in their daily English reading teaching but benefit for students' reading ability.