An Empirical Study On Improving English Reading Proifciency For Non-english Major Post-graduates Through Interactive Reading Model

In recent years, with the continuous expansion of graduate education in our country, the society hashigher requirement to postgraduates’ academic ability. For postgraduate students, learning English is notonly just for the reading comprehension on the examination paper and operating skillfully a scientificresearch software used in English, but also for the sake of reading and searching useful literature abroadsuccessfully. Therefore, the improvement of English reading ability for postgraduate academic studyplays an important role. In our country, postgraduate English teaching mainly focus on the cultivation oflistening and speaking skills, and to a certain extent, ignoring the students English reading ability.Therefore, the author studies from the perspective of “interactive reading model” and tries to find how toimprove graduate student’s English reading ability.“Interactive reading model” is put forward on account of “bottom-up” and “top-down” model.“Bottom-up” model is proposed by Philip B.Goughin the1960s. In this model, the teacher is the maincharacter and students are around the teacher when they are learning. Usually the teacher will focus onthe basic grammar knowledge more. Then came to the Goodman’s (1983)“top-down” approach, whichover emphasized the importance of the reader. Therefore the author applies the interactive reading modelwhich is regarded reading as the combination of the former two model, hoping to improve the postgraduatestudents’ reading ability and reading interest. Interactive reading model views reading as an activebalancing with two processing, an interactive process of top-down and bottom-up together. It can at thesame time from the concrete to the abstract, low level to high level, it is a dynamic process.The author determines the effects of interactive reading through the experiment research. The authoradopts questionnaire survey as the main experimental tool of the present study, which includes:1)pre-questionnaire and post-questionnaire, to get some basic information of students.2) pre-test andpost-test, which adopt CET-6tests. The scores collected from the two tests are used to compare thedifferences between the experimental class and controlled class.3) Interview for the teacher. Thisinterview is aimed at helping the author get views of the teacher towards English teaching for post-graduatestudents. The author thinks that the classroom teaching is still necessary for graduate students, and tries toexplore the interactive reading model has great effect on the reading ability, then proposes the following problems:1) In an interactive reading class, which means is better in promoting the interaction betweenteachers and students?2) Can interactive reading teaching model improve the graduate students’ Englishreading ability? If yes, what’s the mainly respect? The author uses SPSS17.0collected data, to comparewhether the traditional reading model and the interactive reading model of reading scores have obviousdifferences.Questionnaire and interview results show that:1) In the classroom, students are more likely tocommunicate with teachers and other students to learn the knowledge of English. Test results of the CET-6, and independent, paired sample t test data analysis results show that:2) In the postgraduate Englishreading teaching, compared to the teacher as the center of the traditional reading teaching pattern,interactive reading model can more effectively improve the graduate student’s reading ability.