A Study Of English Reading Obstacles In Senior Middle Schools

Reading teaching is the core of English teaching in senior high school.The English Curriculum Standards(2017)suggest that one of the important components of language skills is reading skills.However,the reading skills of many students are still weak and prone to obstacle.In the process of second language acquisition,obstacle is a common phenomenon,and obstacle in English has become a topic of concern for the English teaching community.Therefore,based on previous studies,this thesis analyzes the English obstacle of senior high school students through questionnaires and interviews.The purpose of this thesis is to answer the following questions:(1)What are the main obstacles to English reading for senior high school students?(2)Why do obstacles in English arise?This thesis finds that senior high school students mainly have reading obstacles in both language and non-language aspects.Language barriers include vocabulary,grammar,and discourse.Non-language barriers include cultural background knowledge,reading strategies,and reading motivation.This thesis analyzes the causes of the obstacle from both students’ and teachers’ perspectives: students’ inappropriate learning methods,insufficient mastery of reading strategies and lack of reading motivation.Teachers’ single teaching method,neglecting the role of reading strategies and lack of attention to students’ reading psychology.According to the current situation and causes,the author proposes corresponding strategies: students break through reading barriers in language with scientific learning methods,focus on the learning of reading strategies and accumulation of schema,and form intrinsic reading motivation.Teachers improve teaching methods and focus on systematic teaching of reading strategies;and pay attention to students’ reading psychology.The above suggestions are intended to provide some suggestions for English teachers in the region to teach and improve students’ English reading ability.