The Application Of The Content-based Instruction To English Reading Teaching In Senior High School

In recent years,the implementation of The New Curriculum Standard has highlighted the important position of high school English reading.And the reform of college entrance examinations has also raised the proportion of students' reading comprehension.This series of measures put forward higher requirements and challenges for the current English reading teaching.Reading has always been the focus of senior high school English teaching.Regardless of the characteristics of English as a language subject or the current structure of English test papers for college entrance examinations,reading has a very important position in senior high school English teaching.The cultivation of reading ability has become an issue that English teachers have to pay attention to.The traditional teaching method-grammar translation method is no longer suitable for English reading classes.The current problems in the teaching of senior high school English reading provide a necessity for the implementation of the Content-based Instruction in high school English reading teaching.The Content-based Instruction advocates combining content and language knowledge,and integrates the content itself into the teaching process.Students realize the curriculum objectives in the content of perception and cooperation.The application of the Content-based Instruction in senior high school English reading teaching is studied in this thesis.The research design mainly focuses on two issues:(1)How does the Content-based Instruction improve students' motivation and interest in the process of reading?(2)How does the application of the Content-based Instruction affect English reading teaching?The study lasted three months,from October,2018 to January,2019.The students who participated in this study were from two classes in the first grade of a senior high school.There were 56 students in the experimental class(EC)and 52 students in the control class(CC).The students in these two classes were of a similar age and had similar educational backgrounds.In the experimental class,the Content-based Instruction was adopted for reading teaching,while in the control class,the traditional teaching method-grammar translation method was employed.The research instruments mainly include questionnaires,interview,and tests.The author first surveyed 108 students with the aid of a questionnaire.A test was given to students in both EC and CC before the experiment,and the scores of the students' readings were collected as the data of pre-test.The author read a lot of materials related to the Content-based Instruction,and applied this method to teach the reading class in EC.In order to make this experiment reliable and valid,a test was conducted every other month.At the end of the semester,the results of the four tests were analyzed to find out whether the Content-based Instruction had a positive impact on students' English reading and learning.After the experiment,students were interviewed to understand their attitudes and suggestions on the Content-based Instruction.There are six chapters in this thesis.The contents of the first chapter mainly include the research background,research significance,research problems,research methods and the structure of this thesis.And the second chapter is the literature review including the current literature review and analysis of English reading research at home and abroad,as well as the literature review on the Content-based Instruction.The third chapter is an introduction to the theoretical framework of this study,namely,the Input Hypothesis and Constructivism,which mainly includes their definition,characteristics and major thoughts.The fourth chapter is the research design and the fifth chapter is the data analysis.The last chapter mainly includes the major findings,limitations and suggestions for the further research.After the data analysis and discussion,the following conclusions can be drawn:(1)The Content-based Instruction can improve students' motivation and interest in the process of reading.(2)The Content-based Instruction has a positive impact on English reading teaching,especially in improving students' reading ability and classroom participation.