On The Application Of Narrow Reading Strategy To English Reading Teaching In Junior High School

Language acquisition needs sufficient language input.English reading is very important in junior high school English reading teaching and students’ English learning.English reading is one of four basic skills of English learning and is the key point and difficult point of English teaching.But in the current situation of junior high school English teaching,on the one hand,many teachers just translate the passages in the textbook,explain grammar and train students’ reading skills,on the other hand,students lack interests,motivation and confidence in English reading.English teachers or experts need to find effective reading teaching methods to enhance students’ English reading interest and help them improve their reading ability.In 1980 s,Krashen puts forward narrow reading,which is a strategy for learners to gain related context input to improve their reading interest and reading ability by reading materials on the same topic,the same style,or written by the same author in a period of time.This strategy brings great inspiration for English reading teaching.Looking back on the researches on narrow reading teaching at home and abroad,some achievements have been made.However,most abroad research subjects are foreign learners of English native speakers,but not for learners who learn English as second language.And many domestic research subjects are college students from high institutions,not many on junior high school students.This study applies narrow reading to English reading teaching in junior high school,in order to motivate students’ English interest and improve their confidence and reading ability.In this study,there are two main research questions as follows.(1)What effects does narrow reading strategy have on junior high school students’ English reading ability?(2)What are the students’ attitudes towards the narrow reading teaching method?In this study,ninety nine students from two parallel classes,Grade seven,from Making-friends Experimental Middle School in Huichang county of Ganzhou City are selected as the subjects,one as the experimental class and another one as the control class.This study adopts qualitative method and quantitative method.The research instruments contain questionnaires,tests and interview to collect research data.The data is analyzed by SPSS 26.0 software.The independent samples T-test and paired samples T-test are used to analyze difference and significance of the test scores,interest between two classes before and after the experiment.And the interview is applied to learn about students’ attitudes to the narrow reading teaching mode.According to the study results,The average score of post-test in experimental class is 3.618 significantly higher than that of control class.Students’ average score of reading part has been increased greatly by 3.12 points after narrow reading teaching.26 students out of 30 interview participants present that narrow reading helps them accumulate vocabulary.And 24 students express that narrow reading can help accumulate background knowledge.26 students think that narrow reading teaching improves their reading interest and confidence.27 students own the positive attitude on narrow reading teaching,and 28 students hope that teacher continues narrow reading teaching next semester.By analyzing the score of the tests,data of the questionnaires and the results of the interview the main findings are concluded as follows.(1)Narrow reading has positive effects on students’ reading ability.The repeated words and expressions in narrow reading materials can help students accumulate topic related vocabulary;during the narrow reading process,students can further learn the topic related background knowledge and accumulate the knowledge which makes them understand articles on the same topic more easily;narrow reading teaching helps students improve their summary ability;the narrow reading is good for students to form good reading habits.Besides,narrow reading can improve students’ reading interest.Narrow reading lowers the difficulty of the materials with the repeated words and background,alleviating students’ reading anxiety,which stimulates students’ interest and improve their confidence;preparation before class and activities make students more active in reading classes.(2)Students in the experimental class express their positive attitude towards narrow reading method and want teacher to continue this narrow reading teaching mode.