A Study On The Application Of Reading Teaching Mode Based On Thematic Progression In English Class In Junior High School

As one of the important ways of language input,reading is the basis for the development of students' other skills in English learning,such as listening,speaking and writing.Therefore,the cultivation of students' reading ability is always one of the major objectives of English teaching.Junior high school education plays a connecting role in the whole stage of basic education,which is also a particularly important period to cultivate students' English reading ability.However,the cultivation of students' reading ability is not enough in current English teaching of junior high school.There still exists traditional bottom-up reading teaching mode in most reading classes.As a result,students pay much attention to vocabulary accumulation and grammar learning and ignore textual structure of the passage,which leads to the lack of discourse awareness of students and the difficulty in improving their reading ability.Thus,it is imperative to improve the current situation of English reading teaching in junior high school.Thematic progression is a vital component of text linguistics.It emphasizes that the text should be taken as a whole.The semantic relationships between sentences and the developmental ways of topic in paragraphs should be found through the division of themes and rhemes in the sentences.In that way,the distribution of the central content in the text and the textural structure of the article can be understood.Therefore,the thesis intends to apply thematic progression to English reading class in junior high school so as to verify the teaching effects of the application of reading teaching mode based on thematic progression in English class in junior high school.The author selects 100 students(50 students in experimental class and 50 students in control class)from two parallel classes in Grade Nine of one junior high school in Liaoning province for a 16-week experiment.In the process of experiment,the author adopts reading teaching mode based on thematic progression in experimental class,and uses the traditional reading teaching method in control class.The whole experiment is to address the three questions.Firstly,what are the effects of the application of reading teaching mode based on thematic progression in English class in junior high school on students' reading interest and habits? Secondly,what effects will the application of reading teaching mode based on thematic progression in English class in junior high school have on students' reading performance? Thirdly,what are the attitudes of junior high school students to the application of reading teaching mode based on thematic progression in English class? The author obtains data via three instruments,including questionnaire,tests(pre-test and post-test)and interview.The collected data is analyzed by Statistic Package for Social Science 23.0(SPSS 23.0).The major findings can be concluded as follows.Firstly,the reading teaching mode based on thematic progression can effectively enhance junior high school students' interest in English reading and can help them form good reading habits.Secondly,the reading teaching mode is helpful to improve students' reading performance in experimental class.In addition,most students in experimental class hold a positive attitude towards the new reading teaching mode and are willing to apply it in future learning.Therefore,the application of reading teaching mode based on thematic progression in English class in junior high school has a positive effect on students' reading learning.