A Survey Study Of The Application Of Interactive Model To English Reading Teaching In Senior High Schools

Interactive Model is a widely advocated reading model in the educational circles in the world today.Since its introduction into the field of English education in China,there have been ample studies on the application of Interactive Model in English reading teaching.Although results and findings from these former studies are plentiful,most of them are conclusions that have been found out in the experimental environment.What is the real situation of the application of Interactive Model to daily classroom English reading teaching? There is still no exact answer.No investigation,no facts.This thesis sets out a survey study to investigate the following three questions:· What is the situation of the application of Interactive Model to classroom English reading teaching in senior high schools?· Is the application effective in classroom teaching?· Are there any factors that would hinder the application? What are they?Three senior high schools of different levels in Guangzhou City are selected as research subjects,with totally 280 students and 6 English teachers as participants.Conducted by questionnaire,classroom observation and interview,the study has major findings as follows:1)In general,the ideas of Interactive Model have been applied to the daily classroom English reading teaching in senior high schools to a large extent.Specifically,the pre-reading stage is the most in accordance with what Interactive Model advocates,the while-reading stage is the second,and the post-reading stage is relatively the least.2)In general,the application of Interactive Model to daily classroom English reading teaching in senior high schools is effective.3)The main factors that hinder the application of Interactive Model to daily classroom English reading teaching in senior high schools are: teacher's view on reading teaching,teacher's personal competence,and students' language competence.Besides the above major findings,the survey also finds out that teachers are accustomed to teaching new words before students' reading,which does not fully conform to the idea of Interactive Model on vocabulary building,and helps little to cultivate students' ability of guessing words by contextual clues in reading.What's more,situations of the application in schools of different level are not the same,which is mainly on account of the difference of students' average English proficiency level.In light of the findings of the study,some suggestions from the perspective of teachers and students are proposed for fostering reading instruction and promoting students' reading ability.It's hopeful that this study could shed some light on the teaching and learning of English reading in senior high schools in China.