The Application Of Narrow Reading Approach In English Reading Teaching In Senior High School

Reading is an important tool to obtain language input which plays an important role in high school English teaching.However,there is a clear tendency of high school English reading teaching to test-taking education currently and reading materials are always scattered.As a result,it improves students’ reading ability slowly and minimizes their interest in reading.Considering the current English reading teaching problems,this study,relying on Input Hypothesis,Schema Theory,Relevance Theory,tends to apply Narrow Reading into high school English reading teaching.Narrow reading is a new reading teaching strategy proposed by Krashen which refers to reading some materials on the same topic,same genre or written by the same writer for a period of time.It is benefit students to accumulate language knowledge,such as vocabulary.Meanwhile,it has an extremely positive effect on understanding the meaning of the reading topic deeply and increasing reading interest.The study aims to explore the actual teaching effect of narrow reading in high school English teaching.Therefore,this study conducts a teaching experiment for 16 weeks.It selects 82 students from two nature classes of a high school in Datong,Shanxi Province as research subjects.The study applies narrow reading into experiment class(EC)with 42 students,while applies the traditional reading teaching method into the control class(CC)with 40 students respectively.It aims to explore the following questions through experimental research:(1)What are the changes in students’ reading comprehension ability after the application of narrow reading to high school English reading teaching?(2)What are the changes in students’ reading skill after the application of narrow reading to high school English reading teaching?(3)What are the changes in students’ reading attitudes after the application of Narrow Reading to high school English reading teaching?In order to explore the changes in students’ reading ability and reading attitude after the application of Narrow Reading to high school English reading teaching,pre-questionnaire and pre-test are conducted to EC and CC to ensure that there is no significance different in the level of reading ability and reading attitude.During the experiment,it is no differences between the two nature classes in teaching progress,textbook and so on,except teaching mode.After 14 weeks of reading teaching experiment,post-questionnaire and post-test are conducted to EC and CC.According to the analysis the results of pre-and post-questionnaires and tests by using SPSS19.0,it is easy to observe the changes in reading ability and reading attitude of two classes before and after the teaching experiment.Meanwhile,in order to further realize the impact of narrow reading,six students selected from EC are interviewed.Through the analysis of data and interview results,it can be seen that:(1)Narrow reading can significantly improve students’ comprehension ability.(2)Compared with traditional reading teaching method,narrow reading has positive effects on improving students reading skills,especially the skills of understanding the main idea,logical inference and guessing meaning of words according to the context.(3)Narrow reading has obvious advantage in improving students’ reading attitude which is helpful to stimulate students’ reading interest,improve reading confidence and reading effect.Therefore,according to the results of experiment,it shows that narrow reading is an effective teaching method.