An Experimental Study On The Obstacles To English Reading Comprehension Of Junior Middle School Students

Reading is one of the four basic skills that junior middle school students need to master in English learning,and it occupies a large proportion in English examination.However,it is found that there are many obstacles in reading comprehension of junior middle school students.Therefore,it is necessary to analyze the situation of students' reading comprehension obstacles and find out effective countermeasures to reduce the reading comprehension obstacles of junior middle school students and improve their reading comprehension ability.On the basis of previous studies,this study investigated the types of reading comprehension obstacles among students.A total of 110 students from two parallel classes of class 5 and class 6 of grade 2 in Ganquan Junior Middle School were selected as the research objects.The questionnaire was based on the 5 component table of Likert.The results of descriptive analysis of the survey data show that junior high school students have significant reading comprehension obstacles,including lexical obstacles and syntactic obstacles.The average values of the four aspects of discourse and stylistic obstacles are over 3,which clearly indicates that students have prominent obstacles in these four aspects,and non-linguistic obstacles are in the cultural background knowledge obstacles.The mean values of reading motivation obstacle and reading strategy obstacle are also over 3,and the average value of each sub-item of reading habit obstacle is lower than 3,which indicates that the students have relatively few obstacles in reading habit.In view of these obstacles,schema theory and metacognitive strategy are adopted.Under the guidance of knowledge strategy,reading teaching should be carried out accordingly.The class 5 is the experimental class,and the experimental class adopts English readingcountermeasure teaching for one semester.Class 6 was used as the control class,According to the arrangement of the teaching materials,the reading teaching is focused on the language knowledge point.After the reading teaching experiment is finished,A questionnaire survey was conducted on the reading comprehension obstacles of the two classes,and the final papers of the two classes were collected at the end of the first and second semester respectively.Take the reading comprehension part of the test scores.Analyze the data and judge whether the students' reading comprehension obstacles can be lightened and the students' reading comprehension ability can be improved after the teaching experiment.The results of independent sample T test show that the teaching of English reading countermeasures under the guidance of schema theory and metacognitive strategies can reduce students' reading comprehension obstacles.The lexical obstacles in the experimental class were reduced from 3.4151 to 3.0064,the syntactic obstacles from3.5236 to 3.0240,the discourse obstacles from 3.4717 to 2.9487,the stylistic obstacles from 3.4009 to 2.9087,the cultural background obstacles from 3.6541 to 3.1474,the reading motivation obstacles from 3.2579 to 3.0615,and the reading strategy obstacles from 3.4717 to 2.9087.The obstacle was reduced from 3.5245 to 3.0538,and the reading habit obstacle was also reduced from 2.9906 to 2.6635.However,the lexical obstacle of the students was analyzed.The average of syntactic obstacle,cultural background obstacle,reading motivation obstacle and reading strategy obstacle are still more than 3,which indicates that the students' reading comprehension obstacle is still serious in these aspects.In particular,there was no significant difference in the students' reading motivation obstacle before and after the experiment.In the paired sample T test,the average score of the reading part of the experimental class increased from 19.15 to 21.78.The results showed that the students' English reading comprehension was improved after the English Reading Teaching under the guidance of Schema Theory and metacognitive strategy.In this study,schema theory and metacognitive strategies are used to analyze and discuss the results of the study,and the following revelations are drawn: in order toreduce the obstacles of reading comprehension,it is necessary to continue the strategy explanation and method guidance before reading,trying to make students accumulate a large number of language,content and form schema;in specific reading training,It emphasizes that students can use metacognitive strategies in English reading,increase metacognitive knowledge and metacognitive experience,strengthen the monitoring and adjustment of their reading activities so as to improve English reading ability.