A Study Of The Effects Of Interactive Teaching On Senior High School Students' English Reading Ability

English reading is an important means for students to acquire text information,and it is also one of the basic language abilities that students should master.A successful reading teaching is supposed to help students interact with the texts efficiently and help them foster concept of reading strategies.However,at present,English reading teaching focuses on reading results and ignores reading process,resulting in many students' confusion about the discourses and failure to understand the texts,which is not conducive to the improvement of students' English reading ability.Based on Constructivism,Zone of Proximal Development and Scaffolding Instruction,interactive teaching uses four main reading strategies,predicting,questioning,clarifying and summarizing to exert students' efforts to make meaning construction in reading process,which helps to cultivate students' cooperative learning ability and problem-solving ability.On the basis of the interrelated studies about interactive teaching,this thesis investigates the effects of interactive teaching on senior high school students' English reading ability.It focuses on the following two questions:(1)What effects does interactive teaching have on the use of English reading strategies by senior high school students?(2)What effects does interactive teaching have on senior high school students' English reading score?The participants in this study are two intact classes in Grade One of a senior high school in Yueyang.The teacher conducts interactive teaching to English reading in the experimental class,while in the control class,traditional reading teaching model is applied.The experiment has been carried out for 16 weeks,and questionnaires,class observation and reading tests are included in the experimental process.The data collected are then analyzed through the use of SPSS 19.0.The present study finds that:(1)Interactive teaching has some positive effects on the use of meta-cognitive strategies and cognitive strategies by senior high school students,and has obvious positive effects on their use of social / affective strategies.Most of the students who seldom use social/affective strategies before tend to use them frequently.(2)Interactive teaching has obvious positive effects on senior high school students' English reading score.It can stimulate students' learning initiative and cultivate their spirit of collaborative exploration.The results show that compared with traditional reading teaching,interactive teaching has positive effects on senior high school students' English reading ability,so applying interactive teaching to English reading class in senior high school is feasible and effective.