| In recent years, English is more important as it gradually becomes acommunicative tool for Chinese to communicate with people in other countries,which requires Chinese students to improve their reading ability to meet thedevelopment of the society. The reading theory has made great process since1960s at home and abroad. Many scholars put forward series of reading models,among which the Interactive Approach is identified by most people. TheInteractive Approach stresses the interaction between teachers and students,between students and reading materials, and among students when reading.Instructed by the Interactive Approach of reading, students can activate theirprevious knowledge and make use of related background knowledge tounderstand the text, and use reading strategies to read.Based on related researches about Interactive Approach, this thesis mainlyfocuses on the following three questions: Firstly, can the interactive teachingpromote students’understanding and using of reading skills and strategies?Secondly, will the interactive teaching help students to enhance their confidenceand improve their learning interests? Finally, can the interactive teaching help toenhance students’English reading ability?The thesis is divided into the following five chapters:Chapter One mainly focuses on the background, significance and purpose ofthe research and mainly analyzes the conditions and problems existing in Englishreading and the main emphasis.Chapter Two is about literature review, introducing the definition and modelsof reading as well as the definition, theoretical basis, principles, and teacher’sroles of Interactive Approach.Chapter Three is the research, employing the qualitative and quantitativeanalyses which include pre-questionnaire, post-questionnaire, pre-test and post-test, and applying the SPSS in the process of data. The t-test is run todetermine whether the difference between the Experimental Group and theControl Group is significant.Chapter Four discusses the results of the questionnaires and tests at thebeginning and at the end of the semester. At the beginning of the semester, therewas no significant difference between the results of the test in the Control Groupand the Experimental Group, but the students in the two groups get differentgrades and are statistically different after four months’teaching. Also, it can beseen from the pre-questionnaire and post-questionnaire that the students in theExperimental Group have more interest and confidence in English reading, andthey can make better use of reading strategies.Chapter Five gives the conclusion that the Interactive Approach is a teachingmethod deserving students and teachers’attention and gives some suggestions andimplications for English teaching. At the same time, the thesis gives somesuggestions for further study to compensate the limitations of the thesis. |
