An Empirical Research On The Effects Of Frame-based English Reading Teaching On Senior High School Students' Reading Ability

With the continuous development of reading teaching in the new era,traditional reading teaching can no longer meet new requirements.The frame theory believes that a large frame can be split into several sub-frames,each of which consists of slots,fillers and default values and the frame is coherent.Once the reader establishes coherence in the text,it can be understood.This research is an empirical study of the impact of English reading teaching on the reading ability of senior high school students based on theory.The purpose of this study is to explore the answers to the following three questions: 1)Can frame-based English reading teaching more effectively improve senior high school students' reading ability? 2)Can frame-based English reading teaching enhance senior high school students' self-efficacy in English reading? If so,what are the effects in each of the four sub-scales including sense of control,ability,self-confidence,and benefit?In this study,two parallel classes in senior two were selected as the research subjects,one for the experimental class(EC)and the other for the control class(CC).Before the experiment,the English reading ability test was conducted in both classes,and the data were analyzed to ensure that the English reading levels of the two classes were basically the same.In addition,a questionnaire survey on students' self-efficacy in English reading was conducted in both classes to ensure that the English reading self-efficacy of the two classes was basically the same.Then,a 16-week experiment was carried out.In the EC,the frame-based English reading teaching was implemented,whereas the traditional English reading teaching was implemented in the CC.At the end of the experiment,the two classes were simultaneously tested for English reading ability and questionnaires on students' English reading self-efficacy were done,and the data were analyzed.All data analysis was made using spss18.0software.The results of English reading tests showed that the EC outperformed the CC on English reading ability after the experiment and after the experiment the EC performed better than before the experiment whereas the CC did not have any change,which indicates that frame-based English reading teaching can more effectivelyimprove the reading ability of senior high school students.The results of the questionnaire surveys showed that the EC outperformed the CC on English reading self-efficacy after the experiment and after the experiment the EC performed better than before the experiment on the self-efficacy including the four sub-scales,which indicates that frame-based English reading teaching can enhance the English reading self-efficacy of senior high school students.Due to the small number of experiments,the short experiment time,and the uncontrollable factors of students,this research has certain limitations.However,it gives the researcher some pedagogical implications: In English reading teaching of the senior high school,we should help students to establish the frame awareness and take effective measures to enhance students' English reading self-efficacy.