The Exploration Of Reading Instruction Under The Guidance Of Mediation Theory

Mediation theory is one of the four main constructs of Sociocultural Theory(SCT, for short) which is originated from a Russian psychologist Vygotsky's culture-history theory. Mediation theory suggests that any higher mental development can only be developed by mediational tools(language, physical tools, charts, etc.). SCT is first put forward to explain the process of human cognitive psychological development. And then it is introduced by socioculturalists, like Lantolf, to second language research. Many researchers in the field of applied linguistics show great enthusiasm to this theory. There are some works discussing the effects of SCT on second or foreign language learning in the past 20 years. Many works have studied how learners foster their development in second or foreign language acquisition in learners' zone of proximal development, and there are many other works discussing the efficacy of mediation theory on second or foreign language learning, most of which focus on L2 grammatical or oral learning. However, only a few studies abroad have investigated the effects of mediation theory on second or foreign language reading instruction, let alone the studies at home. Most studies at home only discuss the effects of mediation theory on foreign language learning from a theoretical perspective.Reading has been regarded as the most predominant way of language input and the basic skill to develop other English skills, like speaking, listening and writing in China, thus, it goes without saying that reading is important in English learning. However, students' low interests in reading and old-fashioned instructional methods always make students fail the expectation of improvement in students' English reading competence. Though language teachers and specialists have tried very hard to search for new ways to change such a situation, lack of systematic theoretical guidance still leaves the evolution some room to develop.This thesis tries to sue Mediation Theory to guide extensive reading class and to explore a new instructional model—Mediation-Based Reading Instruction(MBRI, for short) and conducts an empirical study to investigate whether MBRI can improve learners' English reading competence and learners' attitudes toward the model as well. Besides, the author of the thesis analyzes the driving force to explore MBRI model, the components in the model and the procedures to operate the model.The treatment in this study lasts for two months with a total of 32 periods. Participants in this study are from two English classes with a total of 50 non-English major sophomores of approximate reading competence in a university in Chongqing. One group with a number of 24 students is the experimental group which receives the MBRI treatment and another group within 26 students is the control group which receives Traditional Instruction(TI, for short). Before the treatment, students' reading competence was tested. After the treatment, their reading comprehension competences are tested again and participants in the experimental group are asked to finish a questionnaire and 9 of them receives an interview to investigate their attitudes toward MBRI. SPSS 16.0 is used to analyze the data from the tests and the result shows that learner's reading comprehension competence is improved after receiving MBRI treatment and the results of the questionnaire and the interview show MBRI model can effectively develop learners' interest and confidence in English reading.