A Study On The Application Of Content-based Instruction In English Reading Teaching In Senior High School

The implementation of The National English Curriculum Standards for High School(2017)highlights the importance of senior high school English reading teaching.Therefore,senior high school English reading teaching has received more attention from English teachers and researchers.In senior high school English learning,students mainly master vocabulary,grammar,and sentence patterns based on text.This learning method ignores the in-depth understanding of reading materials,so it is not conducive to students’ comprehensive English ability.At present,there still exist some problems in senior high school English reading classrooms.For instance,obsolete teaching method,outdated reading materials and relatively source-fixed content.In order to meet the needs of the society for the development of high-quality talents,high school English reading teaching should implement new teaching concepts and innovate teaching ideas to improve the efficiency of English teaching.Content-based Instruction combines language learning and subject content learning.It is characterized by subject knowledge content as the core,input of authentic language learning materials,acquisition of new background information knowledge,meeting the needs of specific student groups.Although studies in our country prove that Content-based Instruction can improve students reading ability,few studies focused on students’ micro-skills of reading.Therefore,this thesis applies the Content-based Instruction to senior high school English reading teaching with the aim of exploring the influence on students’ abilities of seeking for detailed information,prediction and inference.This thesis takes 119 students in two classes of senior two in Luquan No.1 Middle School in Hebei Province as research subjects.The Content-based Instruction reading teaching is carried out in the experimental class,while traditional English reading teaching method,grammar translation method,is carried out in the control class.This thesis mainly answers three research questions:1.What’s the influence of Content-based Instruction on students’ reading ability of seeking for detailed information?2.What’s the influence of Content-based Instruction on students’ reading ability of prediction?3.What’s the influence of Content-based Instruction on students’ reading ability of inference?The author picks out the detailed information questions,prediction questions and inference questions in 2019 and 2020 National College Entrance Examination of English papers in Hebei Province in order to meet the needs of testing these three reading abilities.Then,the author adopts the mid-term examination papers of the five-school consortium of grade two in Shijiazhuang City in 2020 for post-test.The experiment lasted four months.The author uses SPSS 23.0 to process and analyze the data.It can be clearly seen that students have got improvements in answering questions of direct information,semantic transformation and summarization.Second,Content-based Instruction can significantly improve high school students’ reading ability of prediction.Students can guess the meaning of underlined words and find the best suitable title more efficiently.Third,Content-based Instruction can positively promote high school students’ reading ability of inference.Students can infer the paragraph meaning and the attitude of the author more accurately.The interview results further proves that under the guidance of Content-based Instruction,students improves their reading skills and promotes the development of comprehensive English ability greatly.