The Study Of The Influencing Factors On The English Gomprehension Ability Of Junior High School Students

Reading plays a crucial role in English teaching. Whether a student can absorb useful information effectively depends on his reading ability, with the improvement of which, his ability of listening, speaking and writing as well as his overall level of English will be greatly improved. In a sense, one’s English learning is directly influenced by his reading ability. Therefore, it means a lot to make efforts to improve the reading ability of students. In our country, the teaching of reading has been greatly emphasized since junior high school. The emphasis placed on reading during the whole English teaching process has been reflected on various English tests including high school entrance examination, in which, reading comprehension accounts for the largest proportion with the highest points. Since junior high school, more than two reading exercises shall be included in each English test in order to improve the students’ reading ability and help them get better grades in high school entrance examination. However, many students can not achieve good results in the reading comprehension part; even fail to get passing score, therefore, the total points will be greatly affected. The failure of this part causes some of the students to lose their interest in English, and therefore give up English. The teachers have been serious about this problem which is not easy to solve without any constructive suggestions.By having students from Grade 2 in junior high schools do reading tests and answer questionnaires, this thesis aims at finding out what factors are affecting students’ grades in reading comprehension, and analyzing why those factors can make a difference, so as to gain some inspiration regarding to the teaching of reading.Research suggests that the tree majors factors influencing junior high school students’ grades of reading comprehension are as followed.1)The amount of vocabulary and its degree of difficulty.2)The length of sentences and their degree of difficulty.3) Whether students have adequate background knowledge.