A Study On The Effects Of Reading Strategy Teaching On Students' English Reading In Junior Middle Schools

Nowadays,in the actual middle school English reading class,teachers often ignore the English reading strategy instruction and especially stress on the explanation of knowledge.On the one hand,students are not good at basic language skills and cannot grasp long and difficult sentences.On the other hand,they lack reading strategies and skills as well as reading motivation and interest.English reading has become a major problem for junior high school students.In recent years,with the in-depth study of reading strategies by scholars,more and more scholars begin to pay attention to the reading strategies of foreign language learners and do relevant research.However,most of these studies focus on college students or high school students learning and rarely talk about junior middle school students' English reading strategies,let alone exploring scientific and efficient methods of junior middle school English reading strategies.Based on the constructivism,the input and output hypotheses,this study attempts to explore the influence of English reading strategy teaching on both junior middle school students' English reading strategy application and English reading proficiency and promote the solution of junior middle school students' English reading problems.This paper studies the following research questions:1)What are effects of English reading strategy teaching on the application of English reading strategies of junior middle school students? 2)What are effects of English reading strategy teaching on the English reading proficiency of junior middle school students?In this study,70 students from two classes of grade 8 in a middle school were selected as the research objects,with 35 students in each class.The teaching of English reading strategies in a middle school was analyzed through interviews,questionnaires and pre-test papers.Subsequently,this study conducted a 16-week teaching experiment on these 70 students.At the end of the experiment,a post-interview,a post-questionnaire survey and a post-test were conducted.Data were collected and SPSS22.0 was used for statistical analysis.The results of the study include:1)The English reading strategy teaching can promote the application of English reading strategies of junior middle school students.Before the experiment,both the experimental group and the control group had no awareness of reading strategies,that is,they passively read word by word and sentence by sentence.After the experiment,students in the experimental group could actively use reading strategies to effectively read.2)The English reading strategy teaching can improve the English reading proficiency of junior middle school students.Before the experiment,both the experimental group and the control group had low accuracy of reading questions.After the experiment,the reading scores of students in the experimental group were significantly improved.This study provides a certain reference for the teaching of English reading strategies in junior middle schools,enriches the research data on the teaching of English reading strategies in junior middle schools,and provides an effective way for the teaching and learning of English reading.However,due to the limited sample size and limited experimental time,the conclusion of this study has certain limitations.