Research On Integrating Information Technology In Teaching English Reading In Middle School

English Reading has always been considered one of the most importantparts of foreign language learning. Without reading, nothing can be done inthe development of the competence in listening, speaking, and writing.Although it is21stcentury, in most traditional classrooms, teachers still putmore emphasis on language contents, vocabulary and grammar, not on skills,strategies, context, practical and authentic. It is teacher-centered, which isdifficult to reutilize students’individualization. The reading materials areuninteresting, difficult, outdated. However in real life, the lack of authenticEnglish environment and the chances to contact foreigners also impedes theimprovement of students’ English proficiency. With Internet entering into thesociety as the biggest resources of information, one can keep pace with thetimes by means of often reading on Net to gain the suitable new knowledge.The interactive, flexible, and authentic English learning environmentcan bring the opportunities to motivate the students’ reading interest,facilitate their thinking. At the same time, the students’ ability of utilizingmodern facilities can also be improved. The students are exposed to alanguage-rich environment，so the students have the opportunity to beauthentically and truly involved in the language learning. Their spirit ofcooperation can be enhanced. The development of modern educationaltechnology urges us to teach English reading in the information technologyenvironment so as to develop students’ language competence.In the study，the purpose is to change students’ learning styles frompassive reception to the one of self-access, co-operation and exploration; tocultivate the students’ interest in English reading and facilitating thedevelopment of students’ competence of reading. The author chose two of hisclasses. There are30pupils in each class.One is experimental class, the otheris the control class. The author treated the experimental class in informationtechnology environment and the control class in traditional approach．Afterthe experiment, a reading test was given to compare the difference betweentwo classes．Moreover, a questionnaire survey was implemented to investigatestudents’ motivation in learning．Based on the data collected， the authormade a detailed analysis．The result is that one semester later, the readingcapability of the pupils in the experimental class is progressing faster than thepupils in the other class. At the same time, this method will also increase thestudents study interest in English. Obviously, this method is effective, thisresearch is successful. In the study the author mainly uses the followingmethods of research, literature review, interview, experiment and questionnaire investigation.The thesis is composed of five chapters. In Chapter1, The authorintroduces The significance，background，and purpose of the study. Chapter2is the literature review. In this part, the author introduces the theories oninformation technology and the theories on reading, constructivist learning,and cognitive psychology. In Chapter3，the author introduces the objective,research questions, subjects of the experiment, instruments of the experiment,methodology of investigation, and the procedure．In Chapter4, the authorintroduces the data collection and analyzes the data from interview,questionnaires, and tests. In Chapters5, the author gives the conclusion of theresearch．The author summarizes advantage of this kind of reading, and theproblems appearing in the application. The thesis concludes that this kind ofEnglish teaching way can not only improve learners’ English proficiency, butalso effectively enhance their motivation to learn English．...