Chapter One Introduction
1.1 Research Background
Reading ability is the core part of learning English. After getting continuous English material reading training to students, it can strengthen their senses of English, change their Chinese thinking modes, improve their levels of composition, increase their vocabularies and promote their understandings of Western culture. Therefore, reading ability is very important in English learning. At the same time, it has become a key training direction for teachers when they develop English teaching for high school students. The core literacy of the English subject pointed out in the new curriculum standard is the four elements. The first element is thinking style. Different students have different thinking style. Teachers should respect all kind of different thinking styles. The second element is cultural awareness. Students should have this kind of awareness and respect different culture. The third one is learning ability. Teacher should try their best to improve students’ learning ability in English reading. The last one is language ability. For example, the curriculum standards specifically describe the semester corresponding to each grade and the relevant cultural goals that should be mastered in the unit. It is almost impossible for students to remember it if it is just stuffed into the daily teaching classroom through strong means. It can be seen that teachers should convey the culture information in the reading text as much as possible and combine interesting educational methods to guide students to play their subjective initiative, so that they can easily grasp more cultural awareness of English-speaking countries.
The college entrance examination English test is for improving students’ abilities of reading, comprehensions of text and the abilities of logical reasoning. However, quite a few students can’t do what is required by the new curriculum standards. Reading teaching tends to instill linguistic knowledge such as vocabulary, phrases, sentence patterns and grammar. Students have not received substantial skill training and improvement in the reading class.
1.2 Research Objectives
Looking at the domestic and international researches of text interpretation, more and more researchers are researching this subject, but most of it is aimed at Chinese teaching or college English teaching. There are very few studies on this subject aimed at English reading teaching in high school. Based on the above content, this study expects to achieve these goals:
1) Can reading teaching based on text interpretation improve the reading competence of senior high school students?
2) Compared with traditional reading teaching, can reading teaching based on text interpretation improve senior high school students' self-efficiency sense?
Chapter Two Literature Review
2.1 Definitions of Text Interpretation
Text interpretation is an interactive activity between the reader and the text, aimed at understanding, explaining and constructing the meaning of the text. The world without gaze is meaningless and the uninterpreted text cannot release its value. The texts are meaningful with the use of interpretation. The readers can understand authors’ thoughts and feelings after interpretate the texts. But even though faced with the same text, different readers may have different interpretations, which is related with their existing background knowledge. These differences enable the connotation of the text to be continuously enriched and developed in the process of interpretation. Thus, there is an exploration of different text interpretation methods. According to Wang Xue (2013), in traditional reading teaching, text interpretation is singular, mainly centering on the analysis of language knowledge.
Text interpretation refers to the understanding and experience of texts through analysis. It is a cultural term, a process in which a sentence, an event and a person are recorded and interpreted in words. The text is a bridge between the author and the student, and the teacher can promote the dialogue between the student and the text. In short, the text interpretation in English reading teaching is to form the perception, understanding and evaluation of the text when the teacher is fully exposed to the text and in the process of reading the text repeatedly. Thereby, teachers can understand the teaching value of text materials reasonably, and set scientific and appropriate teaching goals based on academic conditions. Through analysis and understanding of the text, high school students will eventually develop their own unique understanding of the text. Teachers need to interpretate the types of texts selected in the textbooks based on their own perception.
2.2 Classification of Text Interpretation
Text interpretation is mainly divided into the interpretation of text content and text genre.
2.2.1 Text Content
Interpretation of text content mainly refers to the internal connection of students to the content of the text, such as the logical connection between phenomenon and essence, abstract and concrete, whole and part, main and secondary, cause and result, and understand the surface connotation of the text as a whole. This kind of internal connection is the structured knowledge of senior high school English text, which is the macro process of the author's combination and arrangement of languages according to themes, thoughts and emotions.
During the course of helping students to summarize the structure and sort out the content, English teachers can provide conditions and lay the foundation for students to absorb the ideological connotation contained in the text. Now take Unit 1 TEENAGE LIFE of the New Senior High School Compulsory English Textbook of the 2019 People's Education Edition as an example to discuss the strategies and methods of content analysis. It takes "the life of adolescents" as the main body of the argument, starting from the challenges faced by freshmen in China's first year of senior high school. Supplemented by a letter in reply answering teenagers’ puzzles and an article highlighting the problems of teenagers at the current stage, it helps students understand the opportunities and difficulties they face in adolescence. At the same time, it exercises their ability to read and analyze English texts. Then it showed the similarities and differences in the lives of teenagers in different regions, and demonstrated the dual logic of teaching English skills and emotional teaching. Therefore, at the superficial level of text interpretation, teachers should guide students to analyze the superficial connotation of a text and then break out of the text itself and unit context to understand the function and role of each article in the theme. And this process requires students to use generalization, analysis, and evaluation thinking methods to appreciate the author’s creative connotation and ideological theme of this unit.
Chapter Three Research Design .............................. 15
3.1 Research Questions .................................. 15
3.2 Participants ...................................... 15
3.3 Research Methods ........................... 15
Chapter Four Results and Discussions ............................... 26
4.1 Results and Discussions of Tests .................................... 26
4.2 Results and Discussions of the Questionnaire .............................. 31
4.3 Results and Discussions of the Interview .................................. 34
Chapter Five Conclusions .......................................... 37
5.1 Major Findings ........................... 37
5.2 Pedagogical Implications ............................. 38
5.2.1 The Multiple Perspectives of Text Interpretation ........................ 38
Chapter Four Results and Discussions
4.1 Results and Discussions of Tests
Through data collection and comparative analysis, we will find that in the high school English reading teaching under the guidance of the text interpretation method, the reading performance and self-efficacy of high school students have changed. The author made a comparative analysis of the reading scores of the experimental class and the control class before and after the experiment through SPSS22.0.
We can know from Table 4, experimental class students’ average reading score was 27.174 before doing experiments. The average score of the students in the experimental class was 31.065 after experiments, and the average difference was 3.891. Through the comparison of the above data, it is found that the average reading score of the experimental class students has increased from 27.174 points to 31.065 points, a total increase of 3.891 points. It can be seen that the reading performance has improved greatly, reflecting that the experimental class students have improved their English reading achievement after four months of text interpretation-based English reading teaching. It shows the English reading based on text interpretation is conducive to the growth of the students' English reading level in the experimental class.
Chapter Five Conclusions
5.1 Major Findings
This research uses text interpretation as theoretical guidance. On the ground of previous related studies, the author mainly adopts experimental research methods and draws conclusions through the analysis of post-test questionnaire and interview as well. Mining hidden information is for improving students' reading ability and students can know different stylistic features. In addition, the text interpretation can enable students to integrate text information. Through a semester of classroom teaching practice, the research found that high school students’ abilities were improved with the use of text interpretation in reading teaching.
In addition, the reading teaching activities based on the text interpretation pays more attention to the explanation and analysis of the genre, context and cohesive means of the text. In the course of teaching, teachers can enable students to experience when reading articles by using diverse cultural background knowledge, observing the use of cohesive means and sorting out the development context of the article. Under the planned and conscious training and the inefficient reading situation will be improved. The desired results will be achieved in the English reading test. When teachers use the text interpretation method, they do not directly instill profound theoretical knowledge into students, but in a step-by-step. They plan way to inspire and guide students' reading strategies and methods. In this teaching environment, students will strengthen the analysis and thinking of texts, master more strategies and skills in English reading. While the ability is improved, students' confidence in learning will also continue to be increased. Under the guidance of the text interpretation, the author observed that most of the students' concentration, enthusiasm, reading confidence and reading performance in the reading class have been greatly improved. They dare to overcome reading difficulties and obstacles. They dare to challenge more difficult reading tasks, and their sense of self-efficacy has been greatly improved.