Research On The Training Model Of English Autonomous Reading Ability Of Secondary Vocational Students

It is of great significance for secondary vocational school students to have a strong English autonomous reading ability to improve their English subject literacy and lifelong learning ability.Autonomous learning has been a hot topic in the applied linguistics since the 1980 s.Since 21 st century,based on the theory of autonomous learning,domestic scholars have begun to pay attention to the application of autonomous learning in English reading.The cultivation of students' autonomous reading ability is the main research topic in the application of autonomous learning in English reading.At present,the domestic research on the cultivation of students' English autonomous reading ability mainly stays at the stage of basic education and higher education,and there is no systematic research on the cultivation of students' English autonomous reading ability in secondary vocational schools.But the students in secondary vocational schools are special.There are great differences in knowledge level among them.Most of them have poor cultural foundation,and do not have the ability of autonomous reading,which is a disadvantage to their future development.Therefore,the author will study the training mode of English autonomous reading ability of secondary vocational school students.Based on the research results in autonomous learning from Pang Weiguo,the author proposes the training mode “teacher-guided design + ‘cognitive + metacognitive' strategy training” in the reading teaching in secondary vocational school.Autonomous reading ability can be divided into five levels: reading interest and motivation,the formulation of reading goals and plans,the choice and use of reading strategies,the self-assessment and self-reflection of reading results,and the self-regulation and supervision of reading process(self-regulation of reading resources,reading environment and reading behavior).The specific research questions are as follows:(1)how does the autonomous reading ability training model influence the English reading achievement of the secondary vocational school students?(2)how does the training mode of autonomous reading ability affect the autonomous reading ability of secondary vocational school students?(3)what are the attitudes and reflection of the students from the experimental class to the training mode of autonomous reading ability?This study takes the ordinary class(2)and the class(4)of the secondary vocational school in Zibo Technical Vocational School as the control class and the experimental class.The control class adopts the traditional English reading teaching mode.The experimental class uses the autonomous reading ability training pattern and carries on the teaching experiment.The experimental period is seven months.After the experiment,SPSS22.0 is used to analyze the differences of English reading scores and autonomous reading ability between the experimental class and the control class,then it analyzes the influence of the training mode of autonomous reading ability on students' English reading achievement and autonomous reading ability.At the same time,9 students selected from different levels of the experimental class are interviewed,in order to get their opinions on the training mode of autonomous reading ability.The main findings of this study are as follows:(1)The descriptive statistics and t-test analysis of the scores of English reading comprehension of the students before and after the experiment show that the proposed training mode of autonomous reading ability can significantly improve the English reading achievement of secondary vocational school students.(2)The results of descriptive statistics and t-test analysis on the test data of English autonomous reading ability of the students before and after the experiment show that the proposed training model of autonomous reading ability plays a significant role in the development of reading interest and motivation,the formulation of reading goals and plans,the choice and use of reading strategies,the self-assessment and self-reflection of reading results,and the self-regulation and supervision of reading resources.However,the effect on self-regulation of reading environment and reading behavior is not significant.(3)Through the analysis of the interview records,it is found that most of the secondary vocational school students approve of the training model of "teacher-guided design + ‘cognitive + metacognitive' strategy training",which is proposed in this paper.