The Influence Of Teachers’ English Reading Teaching Strategy On Students’ Reading Achievement—A Case Study Of Haikou Middle School

In English learning,reading as the main way of language input plays a vital role in language acquisition.Proficiency in English reading strategy is one of the essential factors to improve students’ English reading competence and improve reading performance.The "High School English Curriculum Standards" promulgated in 2003 has,for the first time,put emphasis on the cultivation of students’ English learning strategies as one of the curriculum goals.The new curriculum standards in 2017 also put forward higher requirements for students’ overall development,including students’learning strategies.After the new curriculum reform,some teachers have changed their initial reading teaching strategies in accordance with the requirements of the curriculum reform,and cultivated students’ reading learning strategies in teaching,while others are still using traditional vocabulary and grammar explanations and mother tongue translation teaching strategies for teaching,in which two teaching strategies have different effects on students’ reading learning strategies.This thesis will attach importance to the impact of teachers using different teaching strategies of reading on their students’reading learning strategies,reading performance and classroom interaction.Therefore,this study puts forward some suggestions for high school students’ English reading learning and English teachers’ teaching work.This study gives priority to the following issues:(1)What impact does the senior high school English teacher’s reading teaching strategy has on classroom interaction?(2)How does the reading teaching strategy of senior high school English teachers affect students’ reading strategy?(3)How does the reading teaching strategy of senior high school English teachers affect students’ reading achievement?Two classes with similar English reading proficiency are selected in Haikou Middle School,one as the experimental class and the other as the control class.Before the experiment,students are required to conduct a questionnaire survey.In the experiment,the traditional teaching method is used in the teaching of reading in the control class,while in the experimental class,the English reading teaching strategy is adopted.After the experiment,through the analysis of classroom interaction observation,questionnaire and test results,the conclusions can be achieved as follows:(1)Senior high school English teachers’ reading teaching strategy can effectively increase classroom group interaction and enhance the initiatives of students in classroom interaction.(2)Senior high school English teachers’ reading teaching strategy can improve students’ frequency of using metacognitive strategies,cognitive strategies,and social-affective strategies.(3)Senior high school English teachers’ teaching strategy can help students improve their reading ability so that they can make significant progress in reading inferences,judgments,inductions,analogy and collocation.