On Teaching Strategies Of English Task-based Reading In Junior Middle School Based On Information Processing Theory

English reading has been always seen as a fundamental skill in English language,which is recognized as one of the most convenient approaches for most people to acquire knowledge and get useful information from written materials.In China,the teaching quality of English reading has a significant influence on students' reading ability.Although,there also have been plenty of researches on reading strategies in past years,the investigation shows that most of the junior middle school students' reading ability is still limited because of the insufficient reading experience of information input,reading comprehension and output.Consequently,Both English teachers and students urgently need to be harvested in the classroom reading teaching under the powerful guidance of efficient teaching strategies.The paper mainly investigates the existing problems to analyze the current situations and problems in English teaching in the view of Information Processing Theory.And then relevant teaching strategies in the English reading class are put forward to efficiently solve the problems.The writer reviews the theories and strategies related to task-based reading and digs out some teaching strategies for specific application in real teaching class in response to the found factors causing current situations and problems from reading teaching and based on combination with Information Processing Theory.The research intends to testify whether the designated strategies can improve students' reading proficiency and to what extent they can help students promote their English reading learning efficacy.The study is conducted on 100 students in Experimental class and Control class and an English teacher in Guiyang No.17 Middle School and the different reading teaching strategies are adopted in two classes respectively.The whole thesis sets out to investigate whether the implementation of teaching strategies aimed at reading ability improvement would have a positive effect on students' strategic reading decisions,reading ability and language proficiency.Data collection involves both scores of pre-test and post-rest,questionnaires and interview surveys,the data results from which are analyzed by SPSS.19.The quantitative and qualitative analysis of the data reveals that most students have shown positive perceptions towards the use of new teaching strategies in their English reading and acknowledged a growth in studying motivation.Besides,most students also think the reading strategies have promoted their interest,enjoyment for reading and their language skills,especially reading and written expression and other related skills like language information retrieving,processing and output information,which all can facilitate students' reading improvement.To sum up,for junior middle school students,the task-based reading teaching strategies instructed by Information Processing Theory can make a big difference to overcoming students' reading difficulties including problems in reading information input,internalization and output.However,the new teaching strategies are not suitable for all students,for low-level students who have less language basis,it is considerably tough to use these strategies for reading comprehension,thus the strategies explored just are useful for middle-level and high-level students.To push the strategies to be used widely,further research and investigation for low-level students' improvement in reading are still needed and the specific strategies also remain to be improved in the future.