An Empirical Study On The Interactive Teaching Approach In English Reading Teaching At Junior High School

As one of the four basic skills in English learning,reading always plays a decisive role in Junior High School English teaching.However,due to the traditional teaching philosophy and modes,reading class is more like a class for grammar explanation,in which the teacher has been conditioned to pay more attention to explaining language points alone instead of understanding the passage as a whole.Furthermore,classroom teaching remains teacher-centered,which leads to students to be in lack of interest in English reading and thus their scores in Reading Comprehension are always not fully up to expectations.Therefore,based on the above background,this paper aims to probe into the effects of Interactive Teaching Method on students' interest in English reading and their scores in English reading tests through its application to English classes.On the basis of Constructivism and Interest Theory,in connection with researches on Interactive Teaching by domestic and foreign experts and scholars,the author takes two parallel grade 8 classes lectured by her in a Junior High School in Xiangcheng District as subjects in the present study for an 18-week-experimental study(one term).Research questions are as follows:1.How does Interactive Teaching affect the interest of Junior High School students in English reading?2.How does Interactive Teaching affect scores of Junior High School students in English reading tests?In this experimental study,Class 4 of Grade 8 is treated as the control class,where traditional way is used in teaching English reading;while Class 3 of Grade 8 is treated as experimental class,where interactive teaching method is applied.Research tools such as tests,questionnaires and interviews are employed.The results are shown as follows:(1)Interactive teaching is beneficial for improving English reading motivation of Junior High School students.By pre-test and post-test analysis of questionnaire in the experimental group and the control group,it has been found that after the experiment,a significant rise exists in interest of students in English reading.(2)Interactive teaching is beneficial for improving reading achievement of Junior High School students.By comparing the pre-test and post-test reading achievements between the control group and the experimental group,value P(P=0.000<0.05)reveals that Interactive Teaching can significantly improve reading achievements of Junior High School students.Meanwhile,after the analysis of reading achievements and interviews,it also shows that after the experiment,students have a better grip of English reading strategies and their ability in predicting,questioning,clarifying and summarizing a passage has been enhanced.It seems that there is an impressive promotion in their reading levels as well.According to above study,we can draw the conclusion that the application of Interactive Teaching Method to English reading aids in arousing the reading interest of Junior High School students.Besides,it has a positive influence on improving reading abilities and scores of students as well.