| Due to high pressure of examination,heavy burden of assignments and monotonous teaching methods,the weakening tendency of Chinese high school students' interest in English reading is increasingly obvious,which slows down students‘ improving speed of reading ability.In 1996,the New London Group published a paper named "A Pedagogy of Multiliteracies: Designing Social Futures" in the Harvard Educational Review,formally proposing the Multiliteracies Pedagogy.Breaking through the traditional language-centered teaching mode,Multiliteracies Pedagogy aims to apply various resources to language acquisition.In view of reference adequate literature,Multiliteracies Pedagogy is mostly applied in the process of higher education.According to the National English Curriculum Standards for General High School formulated by the Ministry of Education of the People's Republic of China in 2017,"the core quality of subjects is an essential character and a key ability of students",so how to improve English language ability,a basic element of core quality of subjects,such as reading ability,is the focus of education.Therefore,the paper tries to apply the Multiliteracies Pedagogy to English reading teaching of senior high school and explore the influence of the Multiliteracies Pedagogy on English reading teaching in senior high.The specific research questions are as follows: 1.Can Multiliteracies Pedagogy improve students' interest and enthusiasm in English reading? 2.Can Multiliteracies Pedagogy improve students' English reading ability?The subjects of this study come from two classes with similar English proficiency in the first grade,the experimental class and the control class respectively.The study duration was sixteen weeks.In the process of the study,the experimental class adopted the Multiliteracies Pedagogy,while the control class used the traditional teaching method of reading.In addition,both classes were conducted by the same teacher and with same teaching contents.In this study,quantitative and qualitative methods were put to use.The quantitative research is manifested by the questionnaire and reading test with pre-test and post-test.The reading test material was excerpted from reading comprehension tests of NMET.The data of the pre-test and post-test were collected and analyzed by SPSS software.The qualitative research was presented by open-ended interview.At the end of the study,five students were randomly selected from the experimental class for interview.Detailed interview content was recorded and analyzed.The data reveal that compared with the pre-test of the experimental class as well as the post-test of the control class,students' English reading enthusiasm in the experimental class has been significantly enhanced,negative attitude has been significantly weakened,satisfaction with English teaching has increased,and reading performance has been also significantly improved.Therefore,it was found that the application of Multiliteracies Pedagogy in English reading teaching of senior high school plays a positive role in improving students' reading enthusiasm and English reading ability.In addition,corresponding teaching suggestions have been put forward for the application of Multiliteracies Pedagogy in English reading teaching of senior high school,hoping to provide reference for the further promotion and study of Multiliteracies Pedagogy. |
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