| This thesis is an attempt to find a solution to problems in my practice of teaching reading. The central problem is that the reading instruction is mainly about explaining vocabulary and text. Though I also adopt some methods to check students'comprehension of texts and to develop their reading skills and reading strategies, I still find that they do not work well from students'feedback. From casual conversation with students after class I know that they are eager to learn how to read effectively, but my teaching practice do not meet such demand perfectly. The reasons are lack of training and systematic planning in my practice.My solution is theme-oriented teaching reading strategies, which aim at developing students'reading skills and strategies as well as elevating their language proficiency by establishing reader schema. The solution gets supports from two sources: reading research theory and pedagogy. Reading research theory is about the nature of reading, types of reading models and schema theory. Pedagogy is about the principles of teaching five comprehension processes and related teaching reading strategies. The next part of the thesis is about my practice to perform the thematic approach and to testify my teaching strategies and methods. Questionnaires and classroom self-observation were adopted to check the result of teaching reading guided by this method. The collected data and recorded classroom self-observation give a positive support to my reading teaching.The purpose of reading at college EFL reading course instruction environment should be generalized as reading for studying and reading for meaning. Consequently, our instruction should find a balance between language lessons and reading lessons. Another conclusion is that our reading lessons should aim at training students'reading ability and try our best to involve students in the instruction. Finally, the awareness of reflective teaching will be essential to testify and modify our teaching reading philosophy. |
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