An Application Study Of “3+3” Textual Analysis Approach In Teaching Of English Reading In Senior High School

In senior high school English teaching,reading is an important high-level language skill,and has long been a natural focus of class activities.Students’ ability to comprehend and analyze texts directly affects their development of reading abilities.However,the overall English reading ability of senior high school students is currently unsatisfactory,with many students failing to meet the requirements of the new curriculum standards.In reading classes,some teachers are more likely to teach vocabulary,grammar,and sentence patterns somewhat mechanically than to fully interpret and analyze the reading material.Based on this,and taking the Input Hypothesis and Output Hypothesis as the theoretical framework,the thesis aims to explore through a teaching experiment how “3+3”Textual Analysis Approach can enhance students’ reading skills,and to develop reading class in senior high school.In the experiment,61 students in the second grade of the Shoufu Experimental Middle School in Guilin,Guangxi Zhuang Autonomous Region,were selected as the research objects,and the teaching experiment was conducted for nearly 13 weeks.This study attempts to answer the two questions:(1)How to apply “3+3”Textual Analysis Approach to English reading teaching?(2)Can “3+3” Textual Analysis Approach improve effectively senior high school students’ English reading abilities? If so,which abilities can be improved by this approach? The results show that “3+3” Textual Analysis Approach is helpful to improve the English reading abilities of high school students,as evidenced by their significant improvement in post-test reading scores.An analysis of the post-test reading results demonstrate that,among the four reading abilities of “guessing the meaning of words”,“summarizing the main idea”,“reasoning and judgement” and “detailed comprehension”,students’ reading abilities in the last three items have been considerably improved.By exploring the application of “3+3” Textual Analysis Approach in senior high school English reading teaching,this study not only helps high school students to understand and analyze the text,thus promoting their reading abilities,but also provides a feasible reading teaching design for English reading class.However,due to the limited teaching time and the small sample size of students,the effectiveness of “3+3” Textual Analysis Approach has not been fully developed,which may lead to some limitations in the conclusions of this project.This limitation in the project’s may also give room for further study.