| Reading is one of the most important basic ways of second language acquisition(SLA).The teaching and research of English reading has been receiving much attention,and positive English reading attitudes play a stimulative role in English learning.However,English majors' reading attitudes toward English classic literature is far from being optimistic.As a new teaching model,flipped classroom changes the teaching from the teacher-centered model to the student-centered model.Whether the flipping classroom can promote the reading attitudes of English majors to English classics is worth exploring.The present research,adopting the Reading Attitudes Theory as the theoretical framework,employed a mixed-method of quantitative and qualitative approach with30 freshmen from a foreign language university in Northeast China as the participants.Data was collected through questionnaires,learning journals and semi-structured interviews.The research aims to explore the impact of flipped classroom on students' English reading attitudes and the influencing factors.The research has found: first,the students' reading attitudes were generally at a medium level at the beginning of the semester,and the cognitive,affective and conative attitude were all above the middle value.Second,after the implementation of the flipped classroom,students' English reading attitudes have improved.Third,the English reading attitudes in the flipped classroom model were influenced by the individual's English proficiency,reading habit and prior learning experiences,and self-efficacy,pre-class preparation;the teacher's task type setting and reading material selection;as well as the scaffolding of the teacher and peers and the pressure of other courses.The results of this research will be conducive to the further development of English teaching and reading,and it is a reasonable supplement to the Reading Attitudes Theory;this research will also provide reference for teaching in the flipped classroom. |
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