Effects Of English Reading Teaching Strategies On Junior High School Students' Reading Achievement From The Perspective Of English Core Competencies

With the advance of New curriculum Standard,English Subject Core Competencies has been getting increasingly attention-stricken and become the main-stream concept in the basic education curriculum reform,which is composed of four respects: linguistic competence,cultural disposition,thinking quality and learning ability(National Standards for Senior English Course,2017).Reading teaching strategy integrated with English Subject Core Competencies plays an extremely important role in junior high school students' cultivation of comprehensive ability and core competencies in reading,however,present researches are still lingering on the theoretical stage in devoid of teaching practice research on implementing English Subject Core Competencies to better reading teaching strategy,especially for junior high school students and intermediate-level students.What might be the effects on reading achievement even remain unexplored.Therefore,it is of great necessity to undertake such research so as to give inspirations for well-prepared reading teaching in junior high schools.The author aims to study reading teaching strategies from the perspective of four dimensions of English Core Competencies in a junior high school,and how it might affect reading achievement.The following three research questions will be addressed:1.What's the current situation of English reading teaching strategies,and students' reading achievement in a junior high school?2.Does the “English Subject Core Competencies-based” teaching strategies in relation to reading achievement have significant influence on intermediate-level students? Is there a gender difference between?3.Which of the new strategies may have a significant predictive effect on reading achievement?In this research,two reading teaching strategy questionnaire inventories in pretest(Cronbach ?=.929;SV=62.137%;p value=.000)and post-test(Cronbach?=.927;SV=66.811%;p value=.000),a semi-structured interview and final reading test were utilized to investigate 105 students from two classes in the second semester of Grade One randomly selected from a junior high school in Nanchang.Descriptive analysis,independent sample t-test,paired sample t-test and multiple linear regression analysis with software SPSS 25.0 were adopted toanalyze collected data.Exploiting the quantitative research method in conjunction with qualitative research methods produced scientific and accurate data results.And the research findings could be revealed as follows:(1)The current situation of English reading teaching strategy(M±SD=2.6168±.45286)in junior high school is generally unsatisfactory since students' perceptions on all the five scales of reading teaching strategy are undesirable,with Teaching Process(M ± SD=2.3762 ±.51021)being the least satisfactory aspect,followed by Teaching Method(M±SD=2.5618±.62095),Students' feedback(M± SD=2.5981 ±.62582),Teaching Evaluation(M ± SD=2.6624 ±.59964)and Teaching Content(M ± SD=3.0166 ±.58913).Besides,English reading achievement is at an overwhelmingly low level and the polarization is serious.(2)The English Subject Core Competencies-based reading teaching strategies have a greatly significance influence on intermediate-level students(t[35]=2.87,p[2-tailed]=.007,CI or MD=1.14,6.65)and there is a gender difference(t[50]=-4.74,p[2-tailed]=.000,CI or MD=-10.27,-4.15)in relation to their reading achievement.(3)Students' perception on Students' Feedback and Teaching Method could predict their reading achievement as the regression equation is reading achievement=7.396+.362* students' feedback+.297*teaching method,which indicates that for each additional unit of students' feedback,students' reading achievement increases by 0.362 units;and for each additional unit of teaching method,students' reading achievement increases by 0.297 units.It is worth mentioning that some pedagogical implications for reading teaching in junior high schools are provided:(1)It is indispensable for teachers to renew reading teaching philosophy from the perspective of English Core Competencies.(2)What should not be discounted is to combine teaching methods with the English Subject Core Competencies in reading class.(3)Place as much emphasis on students' feedback as on teaching evaluation in a two-way round.Finally,the research states limitations and suggestions for further studies on English Subject Core Competencies and reading teaching strategies correlated with reading achievement.