A Study On English Reading Literacy Of Junior High School Students

With China playing a more and more important role in international communication and cooperation,English,as an international language,has become a foreign language that many Chinese must master.English Reading,as the most important and efficient means of English input,plays a very important role in English learning.In recent years,experts and scholars have shifted their focus from "reading ability" to "reading literacy".At what level students' English reading literacy is and how to cultivate junior high school students' English reading literacy are the subjects that the junior high school teachers need to focus on.Researchers abroad have done many researches on reading literacy,and have made remarkable achievements in the connotation and cultivation of reading literacy.Comparatively speaking,domestic research is relatively scarce.At present,Professor Wang Qiang from Beijing Normal University and her team have been studying English reading literacy.Professor Wang Qiang gives a detailed definition of English reading literacy,which is also the most valuable definition in China at present.This study refers to the connotation of foreign language reading literacy(Wang Qiang,2015)and the theoretical framework of development goals for English reading literacy(Wang Qiang,2017)proposed by Wang Qiang,and draws on other predecessors' research results in reading literacy,trying to explore the current station of junior high school students' English reading literacy and training strategies,in order to provide reference for the cultivation of junior high school students' English literacy.The study focused on the following three aspects:(1)What is the current situation of junior middle school students' English reading literacy?(2)What' the role of junior middle school English reading classes on the cultivation of English reading literacy?(3)How can we improve junior middle school students' English reading literacy through classroom reading teaching?In the study,105 students of Class 11 Grade 8 and Class 12 Grade 8(2016)from Xiamen No.3 Middle School were selected as the subjects,and questionnaire survey,teaching experiment and interview were used in the 15-week experiment.All the subjects first participated in the survey,and 20 of them were interviewed.The main problems of junior high school students' reading accomplishment are as follows:poor reading habits,unclear classroom learning goals,weak reading motivation,and poor sources of reading materials.Junior middle school English teachers also generally have some problems,such as inadequate input of their own reading,outdated teaching concepts of learning,lack of classroom reading guidance,not specific requirements for extracurricular reading.In view of the situation above,a semester of teaching and research has been carried out to explore how to improve junior high school students' English reading literacy.This paper focuses on classroom reading teaching and sustainable silent reading during a semester of teaching practice.It is found that classroom English reading teaching plays an active role in the cultivation of junior high school students' reading literacy.The effectiveness of text analysis and classroom teaching activities affects the enthusiasm and effect that the students' have towards English learning.The content and form of sustainable silent reading is very important to students' reading habits and experience.At the same time,as the leader of classroom teaching,teachers should fully strengthen the study of reading literacy theory,in order to better guide students to read.Through experimental research and literature analysis,the author puts forward some suggestions:English teachers should apply the theory of reading literacy to reading classroom teaching practice,and effectively cultivate junior high school students' reading literacy through teaching activities and continuous silent reading.