An Empirical Study On The Application Of Dual Coding Theory In The English Reading Teaching In Junior High School

With the development of education and the implementation of new curriculum reform,the quality of education has been continuously improved.The methods of English education must be improved.As one of the basic skills of English,the importance of reading is self-evident.In the current English reading teaching,more reasonable and diverse teaching methods of English reading are needed to promote students' English reading quality.According to the current reading teaching model and existing problems,this study applied the Dual Coding Theory to junior high school English reading teaching.The purpose of the research was to verify the effect of the application of Dual Coding Theory on English reading in junior high school.This study lasted for four months,from September 02,2019 to December 31,2019.Two parallel classes in junior high school were chosen as the research participants.The two classes were Class One and Class Three of Grade 2 in Lishan Middle School of Shandong Province.The research instruments were test,questionnaire,and interview.The research process included pre-test,teaching process,post-test,interview,questionnaires and data collection and analysis.According to the guidance of Dual Coding Theory,the experimental class adopted new reading teaching method,by combining the language description and image formation of the text to understand the passages.Students read and analyzed the passages paragraph by paragraph to form corresponding images with the help of the teacher,so that they could achieve an in-depth understanding of the article.The control class adopted the traditional reading teaching method.This research mainly addressed the following two research questions:Question 1: To what extent does the application of the Dual Coding Theory affect students' reading anxiety?Question 2: To what extent does the application of the Dual Coding Theory affect students' reading scores?The experimental results showed that the English reading anxiety of the students in the experimental class was significantly reduced,and the reading scores were significantly improved,which was significantly different from the control class.