A Study On English Reading Obstacles And Countermeasures Of High School Students

English Curriculum Standards for Senior High Schools clearly states that listening,speaking,reading,and writing skills need to be trained comprehensively in English teaching(2013).While listening and speaking skills are improved,reading skill should be further stressed.Therefore,reading teaching has become the core of senior high school English teaching.This is not only because English reading is of great significance in improving students' comprehensive language ability,but also because it plays a decisive role in college entrance examination.In order to achieve the goal of getting a good grade in college entrance examination,senior high school students must cross the threshold of reading.Therefore,senior high school teachers and students have invested a lot of time and energy in English reading.However,during the internship in Xi'an Foreign Language School,the author found that many students had various obstacles in English reading,which were divided into language obstacles and non-language obstacles.Language obstacles include vocabulary,syntax,discourse and genres.Non-language obstacles include cultural background knowledge,reading motivation,reading habits,and reading strategies.These reading obstacles have seriously affected students' reading.As a result,the current level of reading of many senior high school students does notmeet the requirements of the current college entrance examination in English and the curriculum standards.Based on the schema theory,chunk theory and constructivism theory,through questionnaires and interviews,this paper analyzes the obstacles that senior high school students have in English reading comprehension and proposes countermeasures against each of the eight obstacles.It is hoped that this paper can offer some help to English reading teaching practice in Xi'an Foreign Language School,thus providing some reference for the improvement of students' reading ability.