A Study Of The Effect Of Senior High School English Reading Teaching Based On CRP Approach To Discourse Construction

Reading teaching,carrying multiple teaching functions,has always been one of the key topics in the field of educational research.Since 1960 s,domestic and overseas scholars have made broad and profound researches about reading teaching from different angles.Taking cognitive linguistics as a research perspective is one of the research hotspots.There have been lots of reading researches based on relevance theory,schema theory and metaphor of cognitive linguistics.Scant attention has been placed on cognitive reference point principle.Thus this study based on cognitive reference point principle,probing into the connections among elements in the discourse,formulates a new teaching approach and applies it to English reading class in senior high school.This empirical study investigating the effectiveness of CRP approach attempts to answer two research questions as follows: 1)Can English reading teaching based on cognitive reference point approach improve high school student’s reading comprehension? 2)To what extent can English reading teaching based on cognitive reference point approach improve high school student’s use of meta-cognitive strategies in reading?This experimental study lasts for ten weeks.The participants are students of two parallel classes in Grade 1 from a senior high school in Heyuan City,Guangdong Province.One class is the control group and the other is the experimental group.Participants were given the same content but different teaching approaches were used in two groups.In EG,CRP approach was adopted.While in CG,participants were taught with conventional reading approach.The instruments used in this research are reading proficiency tests and questionnaires.Pre-test of reading proficiency and pre-questionnaire were given to participants before intervention while post-test of reading proficiency and post-questionnaire were conducted after teaching intervention.Then data of tests and questionnaires were analyzed through T-test.The results of reading proficiency tests show that CRP approach can improve student’s reading proficiency.And the results of questionnaires demonstrate that CRP approach can enhance student’s use of meta-cognitive strategies in reading.Therefore,CRP approach is an effective and feasible teaching method in senior high school English reading class.In conclusion,CRP approach in this study not only is beneficial for English reading teaching but also gives a reference to relevant researches in this field.