An Empirical Study Of English Reading Teaching In Senior High School Based On Dynamic System Theory

Reading teaching plays an important role in English teaching.According to the requirements of English Curriculum Standards for Senior High Schools(2017 Edition),English teaching in senior high school aims to lay a solid foundation for students and develop their comprehensive abilities.Further more,it emphasizes the cultivation of students’ key competencies,namely,language ability,cultural awareness,thinking capacity and learning ability.However,through the analysis of the present situation of English reading teaching in senior high school,it is found that teachers usually focus too much on the teaching of vocabulary,grammar and sentence patterns and thus easily overlook the cultivation of students’ thinking capacity,learning ability and cultural awareness.As a result,lacking of reading interests,reading strategies and autonomous learning ability prevents students from making progress.Aiming at solving this problem and improving students’ reading competences,this study makes an attempt to apply the Dynamic System Theory to the teaching practice.Larson-freeman,an American linguist,introduced the Dynamic System Theory into the field of applied linguistics for the first time in 1997.According to this theory,language development is a dynamic,nonlinear and self-organizing system,in which the language input and output,learning environment,feedback and evaluation of teachers and peers interact continuously as subsystems.Based on the characteristics of dynamic,openness and feedback sensitivity of the Dynamic System Theory,this study constructs an English reading teaching model which coordinates factors including students,teacher,learning environment,reading materials,reading activities and learning assessments as a dynamic and integrated teaching system,aiming to explore the following two research questions:(1)Can it improve senior high school students’ autonomous reading by applying the English reading teaching model based on Dynamic System Theory?(2)Can it improve senior high school students’ reading competences by applying the English reading teaching model based on Dynamic System Theory?To answer these two research questions,instruments including questionnaires,pre-test and post-test and interview are implemented in this study.In the Experimental Class,the English reading teaching model based on Dynamic System Theory is employed,while in the Control Class,the traditional PWP reading teaching model is adopted.After the experiment,the firsthand data are collected and analyzed by SPSS25.0.Through the analysis and discussion of the results,it can be concluded that:(1)The implementation of English reading teaching model based on Dynamic System Theory plays an effective role in improving students’ autonomous reading.(2)The application of English reading teaching model based on Dynamic System Theory is effective in enhancing students’ reading competences and it has a positive effect on improving students’ specific reading competences including searching for specific information,inferring based on the context and guessing the meaning of the vocabulary.After the teaching experiment,the following pedagogical implications are obtained.Firstly,it is advisable for senior high school English teachers to conduct a thorough text analysis of the reading materials before reading teaching and effectively design various instructional activities based on the learning objectives to develop students’ key competencies.Secondly,it is wise for teachers to implement the idea of Integrating Teaching-Learning-Assessment.Thirdly,it is worthwhile adopting effective classroom questioning strategies to maximize the efficiency of English reading teaching.Finally,it is wise to make full use of the Internet and e-learning platforms to provide abundant and individualized reading resources for students and design authentic reading activities based on the requirements of English Curriculum Standards for Senior High School.