A Study On Whole Book Reading In Middle School English Teaching

English reading always plays an important role in English teaching.However,relevant teaching practice and research demonstrate that English reading lessons in middle school lack holistic awareness so that students’ reading literacy can not be well developed in all direction.Text books are main or only teaching materials in some areas so students can not obtain wonderful and profound reading experience.In a long period,reading instruction is test-oriented and its single way of evaluation is far away from teaching objectives.From the aspect of teaching activities,the teacher dominates the class,and the interaction between the teacher and students or among groups is ignored in most English classes.All in all,English reading instruction presents the trend of fragmentation and utilitarianism.However,based on the richness of reading materials,the wholeness of reading experience and the systematic designing of teaching process,English whole book reading compensates the weakness of discourse teaching and shows its great value of research and practice.According to the process of arranging literature,relevant concepts about reading literacy and whole book reading are recognized.Meanwhile,the development and weakness of relevant research at home and aboard are analyzed.During the part of research,several authoritative structures of reading literacy are considered to construct a new structure which includes teachers’ recognition and attitudes,teachers’ practice and effective factors for making questionnaire.Qualified English teachers in middle school are welcomed as subjects to fill in their answers.Besides,some of them will be invited to take part in an interview in order to figure out more information,explore effective factors and search for efficient teaching measures.Later,all verbal materials will be translated into text and all the data will be input into SPSS 24.0 for further analysis.Conclusions drawn by this study include:(1)The overall situation of English whole book reading in middle school for fostering reading literacy is good but there are differences in various levels;(2)English teachers in middle school think highly of whole book reading and show great willingness to practice;(3)English teachers in middle school can not fully understand basis concepts about whole book reading and lack teaching practice;(4)There are various factors like teachers,schools and our society will largely affect English whole book reading practice;(5)The further development of English whole book reading needs joint efforts from different aspects.All in all,suggestions are given based on the research: English teachers in middle school should try their best to know more about basic concepts,teaching ideas and methods of whole book reading instruction,taking students’ language levels and their interest into consideration.At the same time,teachers need to reflect their teaching process and learn from experienced teachers so that teaching quality will improve.Last but not least,schools and our society should also set institution and provide financial support to facilitate the development of English whole book reading.