A Survey On The Text Interpretation Of English Reading Teaching In Junior High School

Reading teaching is an essential component of English teaching in junior high schools,being the primary way to cultivate students’ core competence.Paying attention to text interpretation is the premise of effective reading teaching.However,scholars abroad and at home mainly focus on text interpretation of English reading teaching in college and senior high school,while related researches about the text interpretation of English reading teaching in junior high schools are rare.Therefore,this study bases on schema theory and discourse analysis theory and aims to investigate the situation of the text interpretation of English reading teaching in junior high schools.The research questions of this thesis are to explore the general situation of the text interpretation of English reading teaching in junior high schools and to figure out the differences in the text interpretation of English reading teaching in different junior high schools and the causes of these differences.This thesis applied the questionnaire to investigate sixty-seven English teachers from three different junior high schools in the city of Guangzhou and employed SPSS.20 to analyze the statistics.And then,six English teachers of these sixty-seven English teachers were selected to be observed and interviewed,exploring the differences in the text interpretation of English reading teaching in different junior high schools and the causes of these differences.The study found that the text interpretation of English reading teaching in junior high schools is relatively positive in general.Most English teachers can interpret reading text from different perspectives,like linguistic knowledge,stylistic analysis,reading skill,writing skill,cultural awareness and emotional attitude.The interpretation of linguistic knowledge is given the most attention while the interpretation of cultural awareness and emotional attitude is given the least attention.It can be concluded that the interpretation of cultural awareness and emotional attitude is neglected to some extent.Therefore,students cannot deeply understand the text.Besides,English teachers from foreign language schools perform better than English teachers from ordinary junior high schools in text interpretation generally in terms of interpreting stylistic analysis,reading skill,writing skill,cultural awareness and emotional attitude.However,English teachers from ordinary junior high schools pay more attention to linguistic knowledge than English teachers from foreign language schools.There are some causes of the differences in the text interpretation of English reading in different schools,including different quality and levels’ English teachers,different levels’ students,and different platforms and requirements of different junior high schools.Based on the results of this research,the researcher gives some suggestions as to the following.English teachers are supposed to improve the awareness of text interpretation and professional ability,interpreting the reading text from multiple perspectives based on different students’ level.Besides,students from junior high schools are encouraged to think independently in text interpretation.In addition,junior high schools are supposed to develop students’ core competence,increase the awareness of teaching research and provide more opportunities for teachers to study.It can be concluded that at present English reading teaching in junior high schools is still influenced deeply by test-orientation examination.Reforming the evaluation systems that pay the most attention to students’ scores is urgent.And the text interpretation of English reading teaching in junior high schools is hoped to improve.