An Empirical Study Of Teacher Intervention In Primary School English Reading Teaching

Teacher intervention,in fact,is to introduce how teachers intervene in such aspects as contents and strategies in the learning process of students.In the whole process of reading,teacher intervention means that teachers offer help and get feedback timely.The help does not mean that teachers offer a direct answer to a question,it involves reading strategies and frameworks.Therefore,this kind of help is called teacher intervention.The intervention is the pillar for teachers to guide students to form good reading habits,and it is also an effective method to improve their comprehensive use of the language that the students are learning.Based on the teacher intervention theory,the author chose two classes of Grade Six from a primary school(Haikou Central Primary School)of Anqing for a five-month empirical study.The research focuses on the following three research questions:a)How can teachers prepare and present intervention to arouse students' interest in English reading?b)What is the relationship between teacher intervention and students' choice of reading strategies in the process of English reading?c)What are the main behaviors of teacher intervention in primary school English reading teaching?In order to answer the above questions,the author designed a questionnaire.It was about the current situation of English reading teaching in primary schools.Then the author made a preliminary analysis of the results by using Excel.The following instruments were also used: classroom observations,English reading tests and interviews.The author used SPSS18.0 to analyze the data of the pre-test and the post-test.The findings are as follows: 1.English teachers choose appropriate reading materials according to students' reading level,or they can revise the reading materials to suit students' reading level;2.Reading strategies chosen by students are positively related to teacher intervention in the reading process;3.English teachers intervene in primary school English reading classes through stratified teaching and indirect guidance,so as to build up students' confidence in reading and improve their thinking quality.Englishteachers design English reading classes according to the connotation of the core literacy of English reading so as to develop the quality of students.Based on the above findings,the author put forward some suggestions on English reading teaching in primary schools: English teachers should understand the reading level of students,so as to provide timely and appropriate intervention.English teachers should learn the connotation of the core literacy of English reading,so as to cultivate students' reading literacy.English teachers can teach different reading strategies according to different reading materials,and they can choose proper reading materials according to students' reading abilities,so as to broaden students' horizon.