The Status Quo Of Extracurricular English Reading For Senior High School Students

The English Curriculum Standard for Senior High School(2017)requires students to learn and read a variety of different types of discourses,which fully illustrates the importance of extracurricular English reading of senior high school students.Previous studies of extracurricular English reading focus on the function of extracurricular English reading to students.However,studies of combining extracurricular English reading with the achievements of students are relatively few.Therefore,this study aims to discover the status quo of extracurricular English reading of senior high school students and its relationship with their English achievements.This study attempts to answer the following two questions:(1)What is the status quo of extracurricular English reading for senior high school students,including reading attitude and motivation,time spent on reading,reading habits,reading materials,difficulties in reading,and teachers' guidance on reading?(2)What are the differences between students of high and low proficiency groups in terms of interests of reading,time spent on reading,reading habits,reading materials,difficulties in reading,and students' attitudes toward teachers' guidance on reading?By taking 156 students of grade two and four teachers from two senior high schools in Yantai as the research participants,and with the help of SPSS 22.0 and WPS Excel 2019,this study finds that most students are aware of the importance of extracurricular reading for English learning,but they generally spend less time on extracurricular English reading.Most senior high school students cannot adhere to some habits which are beneficial to improve their reading efficiency in the process of reading.Moreover,the extracurricular reading materials for high school students are mainly some paper materials provided by teachers.High school students generally believe that lacking of enough vocabularies and the time to read are obstacles to their extracurricular English reading.Besides,the teacher's instruction to students is relatively simple.There are differences between students of high and low proficiency groups ininterests of reading,time spent on reading,reading habits,reading materials,and students' attitudes toward teachers' guidance on reading.Students in the high proficiency group are more interested in extracurricular English reading than students in the low proficiency group.The former group spends more time on extracurricular reading each week.In addition,students of high proficiency group can maintain some reading habits during reading and they are more eager to get guidance from teachers than students in the low proficiency group.Students in the high proficiency group would like to choose some paper materials such as journals for reading,while some students in the low proficiency group do not tend to read extracurricular English materials voluntarily.