| Reading plays a significant role in English learning,and English reading literacy has always been the key point in the teaching of English reading.Based on Wang Qiang and Chen Zehang(2017)’s framework of English reading literacy,this study is to explore the effects of multiliteracies pedagogy on senior high school students’ English reading literacy.Multiliteracies pedagogy is proposed by New London Group(1996),consisting of four implementation steps: situated practice,overt instruction,critical framing and transformed practice.It is aimed at helping students achieve multiliteracies competence to meet the new challenges brought by economic globalization and the diversification of language,culture and communication technology.This study attempts to apply multiliteracies pedagogy to English reading teaching in senior high schools.Two specific questions are to be explored: 1)Is multiliteracies pedagogy conducive to senior high school students’ English reading comprehension? 2)Can multiliteracies pedagogy affect senior high school students’ English reading experience? If yes,in what aspects? If not,what may be the reasons?The participants of this thesis come from two parallel classes of a senior high school in Guangzhou.62 senior two students take part in the experiment.29 students are in the control group(CG)while 33 students are in the experimental group(EG).The teaching experiment lasts for 10 weeks.The same teaching materials with different teaching approaches were utilized in the two groups.Multiliteracies pedagogy is adopted in EG.Specifically,the teaching procedure was designed based on situated practice,overt instruction,critical framing and transformed practice.While PWP method was applied in CG,including pre-reading,while reading and post reading.The instruments employed in this research are the English reading comprehension tests,the questionnaires and the interviews.The pre-test and the pre-questionnaire are given to the participants of EG and CG before teaching intervention while the post-test and the post-questionnaire are conducted in EG and CG after the experiment.Meanwhile,an interview is conducted in EG after the experiment,and 6 students are randomly selected as interviewees.The methods of quantitative and qualitative analysis are employed to analyze the data collected by tests,the questionnaires and the interviews.The major findings are as follows: 1)Multiliteracies pedagogy is conducive to senior high school students’ English reading comprehension.2)Multiliteracies pedagogy can positively affect senior high school students’ English reading experience,in the aspects of reading attitudes,reading interest and self-evaluation.Thus multiliteracies pedagogy is conducive to senior high school students’ English reading literacy.Finally,some implications are put forward to apply multiliteracies pedagogy to English reading teaching.Firstly,teachers are supposed to give concrete description of the steps and requirements of multiliteracies pedagogy to students.Secondly,teachers take students’ opinions and English levels into account.Besides,teachers are expected to encourage students to consciously perceive and utilize multimodal resources in the course of reading. |
