The Effects Of The Identification Of Prefabricated Chunks On High School Students’ Reading Comprehension

English reading is the foundation and guarantee of English learning.It is a concentrated reflection of students’ ability to understand English and logical thinking.It plays a crucial role in English learning.As a linguistic structure with vocabulary and grammatical features,prefabricated chunks can be stored as a whole unit in the mind.Therefore,prefabricated chunks can reduce the time for the brain to process information and can automatically be recognized and extracted when used,without translation into Chinese or combing grammatical composition.Prefabricated chunks make language processing and communication faster,easier and effective.So many experts and scholars insist that prefabricated chunks can promote the understanding of the article and increase the consistency of the article.Thus it can advance the speed and efficiency of English reading.Nowadays,prefabricated chunks are increasingly valued in English teaching research.But a considerable part of relevant research at home and abroad is aimed at college or vocational English teaching.There are fewer experimental researches that combine prefabricated chunks with high school English teaching.This thesis aims to explore the role of teaching of prefabricated chunks for high school students’ English reading comprehension,including whether prefabricated chunks have a positive role in promoting English reading and how to use prefabricated chunks to improve English reading.This article mainly analyzes the role of prefabricated chunks in senior high school students’ English learning through teaching intervention of prefabricated chunks,combining English reading ability test,questionnaire survey and classroom observation and so on.This study takes the students of Grade 2 in Qingpu Middle School of Jiangsu Province as the research object.Firstly,we did the English reading ability test.The test is divided into two parts: pre-test and post-test.The purpose of pre-test is to master the level of students’ original English reading comprehension ability and to select two classes with equivalent English reading ability as subjects.Then,one of the classes was targeted as an experimental class to add prefabricated chunks teaching.Meanwhile,the other class was used as a controlled class for traditional teaching.Post-test was to determine whether prefabricated chunks have positive influence on reading comprehension on high school students.At the same time,classroom observation and questionnaire surveys were conducted to evaluate the situation of the class performance and to observe feedbacks from students.The result shows that students’ English reading levels are uneven.Most students show little interest in English reading and lack of confidence.So they cannot fully understand the importance of English reading and they may encounter some problems such as failing to understand the structure of articles,complicatedsentences,fixed collocations and other difficulties.After prefabricated chunks teaching was carried out in the experimental class,students improved confidence and interest in English reading.Class performances were certain improved and feedbacks were encouraging.Through data analysis,we found that the class performance of the experimental class had quickly improved and the reading ability had significantly been higher compared with those of the controlled class.It had proved that prefabricated chunk teaching can effectively promote the improvement of English reading ability.Therefore,it is necessary to carry out prefabricated chunks teaching in high school.On the basis of the research findings,some suggestions on how to change teachers’ and students’ understanding of prefabricated chunks and how to scientifically guide students to learn and use prefabricated chunks are provided.The writer also provides a positive outlook for the prospect of prefabricated chunks teaching.