A Study Of English Reading Ability Of High School Students Under The Guidance Of CLIL

In our country,the position of English has always been important,And English reading holds a priority status in the process of English learning.English reading ability not only affects students’ test scores,but also has a great impact on student’s using English to obtain information.However,as we all know,reading has always been a difficult part for students,because of the complex process of it.Therefore,how to improve students’ reading ability has become one of the most significant research priorities of many English teachers and scholars.As a teaching theory,the core idea of CLIL is concentrating on both of the language and the content,which can be divided into a variety of teaching models,such as theme-based approach,sheltered-content courses and so on.English teaching guided by this theory can provides students a suitable atmosphere to learn English,that is,to create a real communication situation of foreign language.English learning can be changed from simple and boring way to a dual learning of content and knowledge in a rich and meaningful way.What’s more,students’ interest of learning would be improved.This paper takes students from two parallel classes of grade one in senior high school in Qu Fu as the research object.One class was randomly selected as the experimental class(79 students),the other was used as the control class(78 students).The experiment was held from September,2019 to December,2019 to explore:1.How is the influence on students’ reading ability under a teaching guided by CLIL?2.How is the development of the reading ability in different aspects?3.How is students’ estimate of CLIL in the experimental class.To examine the influence of CLIL on students’ English reading ability,quantitative research was used in this study,then supplemented by qualitative research method.According to the reading ability testing framework designed by Fan Tingting and Zeng Yongqiang(2019),the author uses the stage testing method to record the stage scores of the students in the experimental class,and uses the excel line chart to observe students’ ability development in these three aspects:comprehension,analysis and recognition.What’s more,the research uses SPSS19.0software to analyze the difference of pre-test and post-test scores between the experimental class and the control class.Through the analysis of the experimental data,we found that:1.Teachers’ teaching under the guidance of CLIL teaching theory has an impact on students’ reading ability,and there is a significant difference between the experimental class and the control class.2.Students’ reading ability in the experimental class is not consistent: the recognition ability grows the fastest,the comprehension ability takes the second place,and the analysis ability is the slowest.3.Most of the students in the experimental class agree with the CLIL model and think that it can improve their reading ability.This study discusses the using of CLIL teaching mode in China,and studies the reading ability of high school students,which proves the effectiveness of CLIL mode in improving students’ reading ability.This study is expected to provide a reference for the diversification of English teaching methods as well as the application of CLIL in China.