An Empirical Study On The Application Of "1+N" Extended Reading Teaching Mode To English Reading Teaching In Junior High School

Reading is the most important way for people to obtain information.In the process of learning English in junior high school,reading is also an important skill for students to improve their language ability,enhance their cultural awareness,and develop their thinking quality.English is a language subject,so students’ acquisition of English relies on a lot of reading input.It is clearly stated in the English Curriculum Standard for Compulsory Education(2011 Edition)that junior high school students should read a cumulative total of at least 150,000 words after class,in addition to reading textbooks.However,during the present English teaching in junior high school English,students generally do not read enough,show no interest in reading,have fear of difficulties,are lack of learning motivation,have little awareness of independent learning and insufficient independent learning ability.The traditional reading teaching mode,“task-based reading in class,studying textbook articles,and doing synchronous exercise books after class",is far from meeting the fundamental needs of students’ own development nowadays.If such teaching method as emphasizing the studying only in class but ignoring the studying after class,it is difficult to cultivate students to become a comprehensive talent who can keep pace with the times.Therefore,it is urgent to change the traditional English reading teaching mode.Therefore,under the background of the implementation of the national "double reduction policy",and in order to respond to the national slogan of "reducing the burden and improving the quality",the author tries to make full use of the after-school "extended service" time to optimize the after-school homework,changing the pure after-school homework into a new type of "learning to do,doing to learn" after-school optimized independent homework.Therefore,the author tries to construct the “1+N”extended reading teaching mode under the guidance of input and output theory,constructivism theory and metacognition theory,and then tries to apply it to English reading teaching in junior high school,aiming to find an effective way to improve English reading teaching in junior high school.In this four-month empirical study,the students of Class A5 and Class A8 of Grade8 in a school in Chongqing City,are chosen as the subjects,with Class A5 of Grade 8consisting of 53 students being the experimental class and Class A8 of Grade 8 with a total of 53 students being the control class.In the experimental class,the "1+N" extended reading teaching mode is applied to reading teaching while the traditional reading teaching mode is still used in the control class.The data are collected by using questionnaires,test papers,and interviews,and SPSS 16.0.is used for data analysis.The purpose of this study is to verify the following two research questions: 1)How does the application of the "1+N" extended reading teaching mode in junior high school English reading teaching affect the reading interest of junior high school students? 2)How does the application of the "1+N" extended reading teaching mode in junior high school English reading teaching affect the reading comprehension ability of junior high school students?The results of the study show that: 1)The "1+N" extended reading teaching mode is effective in enhancing students’ interest in reading,and the effect is remarkable.The increase of students’ interest in English reading is manifested in three aspects: firstly,students’ interest in reading itself has been increased,and students are able to read on their own.Secondly,students are particularly interested in reading material "N" after class,especially the narrative articles.Third,students have developed good reading behavior and can enjoy the pleasure of reading.2)The "1+N" extended reading teaching mode helps to improve students’ reading comprehension ability.Students’ vocabulary is significantly expanded,and they become more proficient in the use of reading skills.They can read faster,and their reading scores are significantly improved.Finally,on the basis of summarizing the major findings of this research,the author analyzes and expounds the enlightenment of this study to English teaching in junior high school,and the limitations of this research as well.Some suggestions for the relevant research in the future are also put forward at last.