A Study On The Correlation Between English Reading Behavior And Reading Ability Of Junior High School Students

Based on the background of English Curriculum Standards for Compulsory Education and the English subject key competencies,teaching students’ language knowledge and skills is no longer the only goal to be achieved in English reading teaching,and students’ ability to collect and process information,use reading strategies,students’ thinking quality,cultural awareness and so on can not be ignored.The author found that although middle school English teachers have gradually realized the importance of English reading,the students’ interest in English reading has not been raised,and they still lost a lot of points in English reading.The teacher simply ascribes the weak reading ability of the students to the wrong teaching method,or the insufficient mechanical repetition of the students,they do not understand the English reading behavior of the students,and then guide them without pertinence.Only by making a scientific study of students’ English reading behavior,understanding the relationship between reading behavior and reading ability,and then carrying on scientific intervention and guidance to reading behavior,can we help students to improve their reading ability fundamentally.Based on this,the author explored the correlation between English reading behavior and reading ability.This paper mainly discusses the following questions:(1)What is the current situation of English reading behavior of junior high school students?(2)What is the current situation of English reading ability of junior high school students ?(3)What is the relationship between English reading behavior and reading ability of junior high school students?With these problems,the author took the theory of interactive decision,the theory of learning motivation and the theory of constructivism as the theoretical basis,and on the basis of consulting the literature.A questionnaire survey and English reading test were conducted among 203 students in Grade 8 of a junior high school in Hanzhong.The results of the questionnaire and the test results were analyzed by descriptive statistics and correlation analysis,and the following conclusions were drawn:Students’ self-efficacy in English reading is not strong,English reading time is insufficient,English reading is not wide-ranging,reading strategy awareness is weak,and their ability to call reading strategies needs to be improved.The development of students’ English reading ability is uneven.Students have a strong concept of text,phoneme awarenessneeds to be strengthened,students have a strong ability of vocabulary and language knowledge,but a weaker knowledge of discourse.The ability of multi-thinking in reading comprehension is deficient.Students’ ability of cultural perception,cultural understanding,and cultural identification is weak.There are significant positive correlations between English reading scores and English reading psychology,English reading time,English reading preferences,meta-cognitive strategies,cognitive strategies and resource strategies in English reading strategies.in English reading ability has a significant positive correlation with English reading psychology,English reading time,a weak positive correlation with cognitive strategies.There is no obvious correlation with English reading preferences,meta-cognitive strategies,resource strategy,and the decoding ability.The language knowledge ability in English reading ability has significant positive correlation with English reading psychology,English reading preference,cognitive strategy and resource strategy,and has a weak correlation with meta-cognitive strategy.There was no significant correlation between English reading time and the language knowledge.English reading comprehension is positively correlated with English reading psychology,English reading time,meta-cognitive strategies and resource strategies,but has no significant correlation with English reading preference.Cultural awareness in English reading ability is positively correlated with English reading psychology,reading preference,cognitive strategies and resource strategies,but no significant correlation with English reading time and meta-cognitive strategies.Finally,according to the research conclusion,the author puts forward some suggestions to teachers of middle school English,junior high school students and schools for reference.