On Deep-level Reading Comprehension In High-middle School Class

Reading is the most important purpose and also the most important means of language learning. For a long time, reading teaching has been receiving much attention in high-middle school English teaching. But there are some problems in our reading classes. A glaring example of the problems is that the training activities in reading class are mainly used to teach language. The purpose of reading seems that we only use the reading materials to learn pronunciations, vocabulary and grammar. As a result of the wrong understanding of the reading purpose, teachers focus on explaining language points and sentence structures while students think that what they have to do in reading class is just memorizing words and language points, clarifying the grammatical structure of every sentence in the reading material. There are three main levels of comprehension—literal, inferential and critical comprehension. The teachers' and students' misconceptions of the reading purpose prevent the students from deep-level comprehension, that is, they can't reach the last two levels of comprehension. The present study intends to investigate teaching models of deep-level comprehension in high-middle English reading classes from the context theory and communicative abilities theory. The study attempts to answer the following questions: l.What is the problem in reading comprehension? 2. What is the definition of the deep-level of reading comprehension? 3. What should teaches do to improve the students' abilities of deep-level of reading comprehension?This thesis is composed of the following five chapters. Chapter One is an introduction, which gives a brief account of the reasons why this research was done and points out the necessity and validity of carrying out this present research. Chapter Two mainly points out the background of the research problem, talking about the causes of the problem. Chapter Three provided the theories related to the present research. The author points out the implications of context theory and communicative abilities theory in reading comprehension. Chapter Four describes the Teaching methodologies in reading class. The last chapter of this thesis concludes the research and gives some advice to teachers on how to improve the students' reading abilities of deep-level comprehension as well as some advice on the future research in this field.