本文是一篇英语论文，笔者根据研究数据，认为支架式英语泛读教学对初中生的词汇、策略运用、文化比较与认同、行为投资和情感投资没有显著的促进作用。
Chapter One Introduction
1.1 Research Background
English language education in China has developed for a long time, and the discipline system is becoming more and more mature. However, with the changes of the times, teaching environment, teaching resources and teaching objects also change, which leads to the simultaneous transformation of English teaching contents and methods to meet the requirements of the times for talent quality. The goal of English teaching is transferring from mastering discipline knowledge and training discipline skills to cultivating discipline literacy, giving full play to the educational function of discipline; and the teaching center is shifting from teachers to students, establishing the system regarding students as the main body of learning and teachers as the leader, and giving full play to students’ subjective initiative and teachers’ guidance. At present, the educational turn is in the stage of development and improvement, and the related research need to be done more widely and deeply.
Traditional English reading teaching in China attached importance to the cultivation of reading ability, ignored the cultivation of students' good reading habits and the acquisition of good reading experience, and did not fully mobilize students’ subjective initiative. Moreover, the traditional teaching limited the cultivation of English reading ability, placed too much emphasis on the accumulation of language knowledge, and paid little attention to the application of strategies in reading, the training of multiple thinking and the cultivation of cultural awareness. Under the current background that national education pays attention to the development of students’ core literacy, English teaching activities should focus on the core literacy of English discipline (language ability, cultural awareness, thinking quality and learning ability). Inspired by discipline literacy, Wang Qiang (2015) defined the development goal of English reading literacy for Chinese primary and secondary school students based on the understanding that reading literacy was composed of reading ability and reading character. Since then, English teaching and research in China begun to pay more attention to the cultivation of students’ English reading literacy. But until now, it still has not gained enough attention.
1.2 Research Purpose and Meaning
Under the background that English teaching takes English subject core literacy as the teaching goal, English reading teaching should take English reading literacy as the teaching goal. Teachers are required to pay attention to improving students’ English reading ability, as well as students’ English reading character and reading experience. In order to deeply and effectively explore the cultivation of junior middle school students’ English reading literacy, the English extensive reading with scaffolding instruction experiment was carried out in the experimental class with the help of teachers in my internship school, then data from the experimental class and non-experimental class were compared, so as to verify whether the English extensive reading with scaffolding instruction can effectively promote the accumulation of junior middle school students’ English language knowledge? Can it improve junior middle school students’ English reading comprehension? Can it enhance junior middle school students’ cultural awareness? Can it cultivate junior middle school students’ English reading character?
Chapter Two Literature Review
2.1 Research Status of English Reading Literacy Abroad
2.1.1 Definition
In 1991, the International Association for Educational Achievement Assessment (IEA) first combined “reading” with “literacy” in its research, and defined English reading literacy as the ability to understand and use written language forms that were needed by society or considered valuable by individuals. The most widely used concept of reading literacy in the world came from the Program for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS). The former defined reading literacy as: reading literacy referred to people’s ability to understand, use, evaluate and reflect on various texts and devote themselves to reading in order to achieve goals, develop their own knowledge and potential and integrate into society (2019). The reading framework proposed by the latter defined reading literacy as the ability to understand and use written language to meet social needs or achieve personal goals. Readers read happily and constructed meaning by reading various forms of texts, so as to achieve the purpose of learning and integrating into schools and social groups in daily life (2016). Although the two definitions had different expressions, they both involved information and content at the three levels of individual, text and society.
PISA’s reading literacy framework has emphasized the importance of “reading input” in the development of reading literacy since 2009. Fredricks et al. (2004) roughly classified the types of input into cognitive input, behavioral input and emotional input. Reading cognitive input included self-planning, self-monitoring and self-evaluation in the process of reading; reading behavior input included the concentration in the process of reading and the behavior of actively participating in reading activities; reading emotional input included reading interest, reading pleasure and reading achievement.
2.2 Research Status of English Reading Literacy at Home
The author of this thesis searched “English reading literacy” (by December 2020) in CNKI. After irrelevant literature was filtered out, then the final obtained number of relevant research articles was 357. By classifying 357 articles related to English reading literacy by year, we could get the annual development trend of publication of English reading literacy, as shown in Figure 2-1.
The research on English reading literacy in China started later than abroad. In the early stage of research on English reading literacy, researchers paid attention to the definition and formulated an English reading literacy framework suitable for Chinese students. Influenced by the upsurge of core literacy research, the research on English reading literacy also attracted some attention. The research on the cultivation of English reading literacy also attracted attention. However, in terms of quantity, compared with the number of research articles on English reading ability, 7126, the number of articles on English reading literacy was still not large enough.
Chapter Three Theoretical Basis .......................... 15
3.1 Krashen’s Input Hypothesis....................... 15
3.2 Scaffolding Instruction .............................. 16
Chapter Four Experimental Study ............................ 19
4.1 Experimental Design ...................................... 19
4.2 Experimental Object .................................... 19
Chapter Five Analysis of Experimental Data .............................. 25
5.1 Comparative Analysis of Pre-test Data .................................... 25
5.2 Comparative Analysis of Post-test Data .................................. 28
Chapter Five Analysis of Experimental Data
5.1 Comparative Analysis of Pre-test Data
In order to test whether the English reading literacy level of the experimental class and the non-experimental class is roughly the same before the experiment, the pre-test data of the experimental class and the non-experimental class are analyzed by independent sample t-test, and the results are integrated to obtain Table 5-1.
After the collection of experimental data, SPSS26.0 data analysis software is used for analyzing experimental data. The independent sample T-test is used to analyze the pre-test data of experimental class and non-experimental class to judge whether the pre-test level of experimental class and non-experimental class is consistent. The paired sample t-test is used to compare and analyze the pre-test and post-test data of the experimental class, and the independent sample t-test is used to compare the post-test data of the experimental class and non-experimental class, so as to judge whether English extensive reading with scaffolding instruction has an impact on the English reading literacy of junior middle school students.
Chapter Six Conclusion
6.1 Main Findings
Through the analysis of research data, it can be seen that English extensive reading with scaffolding instruction is helpful to cultivate junior middle school students’ English reading literacy in this study. This is embodied in:
(1) English reading ability: as for language knowledge, English extensive reading with scaffolding instruction can significantly promote grammar and discourse, but not vocabulary; as for reading comprehension, English extensive reading with scaffolding instruction can significantly promote information extraction and multiple thinking, but not the application of strategies; as for cultural awareness, English extensive reading with scaffolding instruction can significantly promote cultural perception and cultural understanding, but not cultural comparison and identification.
(2) English reading character: English extensive reading with scaffolding instruction can significantly promote cognitive input, especially self-planning and self-assessment, but has little impact on self-monitoring; English extensive reading with scaffolding instruction does not significantly promote behavior input, which is reflected in the fact that there is no significant improvement in focus, but the frequency of participation is increased; English extensive reading with scaffolding instruction does not significantly promote emotional input, but to some extent, it has a positive impact on reading motivation and reading achievement.
reference(omitted)