【英文报刊在初中英语阅读教学中的应用研究（英语）（论文）】

ContentsTOC\o"1-3"\h\u185951.Introduction 3210411.1ResearchBackground 3117041.2ResearchPurposeandSignificance 4139521.3StructureoftheThesis 5323152.TheoreticalBasis 692842.1ReadingModels 641392.1.1Bottom-upModel 6290212.1.2Top-downModel 6251552.1.3InteractiveModel 721942.2RelatedTheories 8182632.2.1Krashen’sSecondLanguageAcquisitionTheory 8245462.2.2SchemaTheory 966232.3RelatedResearches 1167793.ResearchDesign 1483543.1ResearchSubjects 14315283.2ResearchInstruments 14219753.2.1Questionnaire 14131753.2.2ReadingTests 1431323.3ResearchProcedures 15156023.4DataCollectionandAnalysis 1525423.4.1TestAnalysis 1553943.4.2QuestionnaireAnalysis 17120464.MajorFindingsandSuggestions 19148074.1Findings 19118884.2Suggestions 20297485.Conclusion 2220717WorksCited 239892Acknowledgements 24TheApplicationofResearchLearningtoEnglishTeachinginJuniorMediumSchoolsLiuYachenAbstractReadingisanimportantaspectofEnglishlanguagelearning.However,thedevelopmentofstudents'readingskillsishamperedbytheirlackoflanguageenvironmentandsenseoflanguage,theirlackofbackgroundknowledge,andtheirpoorreadinghabitsanduseofreadingstrategies,aswellastheirlowinterestinlearning.Thisposesachallengetofront-lineEnglishteachers,whocanhelpdeveloptheirreadingskillsbyusingEnglishnewspaperstostimulatestudents'interestinlearningEnglish.AsanewmodeofEnglishreadingteaching,theEnglishpressisanexcellentmaterialforteachingEnglishreadingbecauseofitstimeliness,linguisticauthenticityandinterest.Withitsdistinctivefeatures,theEnglishpresscangreatlycompensatefortheshortcomingsoftextbooksinEnglishreadingteaching.ItisessentialforteacherstoimproveEnglishreadingthroughtheEnglishpress,andtostimulatestudents'interestinreadingEnglishbyselectingmaterialbasedonwhatintereststhemandwhatmeetsthereadingrequirementsofjuniorMediumSchoolstudentsatthisstage.Childrencanexperienceeverygainfromreading,whichinturncanstrengthentheirself-confidenceinlearningEnglish.ThispaperattemptstoanalyseexperimentaldataandreflectonteachingthroughanappliedstudyoftheuseofEnglishnewspapersasanaidtoteachingreadinginthejuniorsecondaryEnglishclassroom,andtodrawinsightsintotheteachingofreading.KeywordsEnglishnewspapers,juniorMediumSchool,readingteaching英文报刊在初中英语阅读教学中的应用刘雅晨摘要阅读是英语学习的重要方面。但由于学生缺乏语言环境和语感，背景知识缺乏，并且他们的阅读习惯以及对于阅读策略的运用较差，学习兴趣不高等原因，影响了学生的阅读能力的发展。这给一线英语教师出了难题，教师通过英文报刊辅助英语阅读教学，有效地刺激学生学习英语的兴趣，无疑有助于他们阅读能力的培养。英文报刊作为一种新型英语阅读教学模式，具有时效性、语言真实性和趣味性等优势，是英语阅读教学的绝佳材料。英文报刊以其鲜明的特点，可以在英语阅读教学中大大弥补教材的不足。教师通过英文报刊来提高英语阅读水平，根据学生所感兴趣的内容以及符合初中生现阶段的阅读要求来选材，从而激发学生阅读英语的兴趣是很有必要的。让孩子们体会到阅读所带来的每一次收获，进而能够强化他们的英语学习自信心。本文试图通过在初中英语阅读课堂教学中利用英文报刊进行辅助的应用研究，分析实验数据和进行教学反思，得出阅读教学启示。 关键词英文报刊初中阅读教学Introduction1.1ResearchBackgroundTheEnglishCurriculumStandardsforPrimaryandSecondarySchoolsclearlystatesthattheEnglishcurriculumbroadensthechannelsthroughwhichstudentscanlearntouseEnglishandrequiresjuniorsecondarystudentstobeabletoreadlanguagematerials,includingEnglishnewspapersandmagazines,withthehelpofadictionaryandusingstrategies,andtoreadatleast180,000or200,000wordsoutsideofclass.Becauseexistingtextbookscannotmeetstudents'readingneeds,andbecausethereareanincreasingnumberofEnglishnewspapersandmagazinesavailabletosecondaryschoolstudents,theEnglishpresshastheadvantageofbeingmoreaccessible,flexibleandpracticalthantextbooks.ReadingtheEnglishpressalsogivesmiddleschoolstudentsthenecessarylanguageinputandculturalbackgroundknowledge.ReadingtheEnglishpressalsohelpsstudentstoimprovetheirlanguageskillsanddevelopgoodreadinghabits,tounderstandWesternknowledgeandtoincreasetheircross-culturalknowledge.Inrecentyears,researchersinChinahavepublishedmanyworksonEnglishnewspapersandmagazinestoassistEnglishreadingteaching.ZhuPu(2008)mentionsin"ThinkingaboutTeaching"thatreadingasabasiclanguageinputisthebasisonwhichforeignlanguagelearningtakesplaceandisthefoundationforthedevelopmentofotherlanguageskillssuchaslistening,speakingandwriting.InteachingEnglish,studentsshouldbeexposedtoasmuchEnglishaspossibleandgivenmorecomprehensiblelanguageinputthroughreadingandothermeans.Onlyinthiswaycanstudentsimprovetheirabilitytoreceive,understandandprocessinformation,enhancetheanalyticalprocessingoflanguage,whichinturnenrichesthestorageofEnglishwordsandpromotestheabilitytoexpressandcreatelanguage.HuChun-dongandDaiZhongxin(1998)mentioninATheoryofEnglishReadingthat,asfarasforeignlanguageteachingingeneralisconcerned,Chineseforeignlanguageteachingisbasedonreadingteaching.ReadinghasalwaysoccupiedaveryimportantplaceintheteachingofEnglishinChina.TheEnglishsyllabusinbothsecondaryschoolsanduniversitieshasthedevelopmentofreadingskillsasamajorteachingobjective.TheproportionofEnglishreadingintheChineseexaminationisincreasing,andthedifficultyisrisingyearbyyear.Therefore,intheprocessofteachingreading,foreignlanguageteachersneedtoorganisestudentstoreadextensivelyandcultivatetheirinterestinreadingsothattheycanreadconsciouslyandenjoyably.IntheirdailyEnglishstudies,studentsneedalotoftraininginreadingEnglishnewspapersandmagazinestoimprovetheirreadingcomprehensionskills.Overtheyears,therehavebeenmanystudiesonEnglishnewspaper-assistedreadingteachinginChina.DongQiming(2006),in"HowtoimproveEnglishnewspaperteaching",explainsthatEnglishnewspaperreadingteachingcanhelpimprovestudents'Englishreadingandotherskills,helpdevelopstudents'interculturalcommunicationskillsandimprovetheeffectivenessofEnglishteaching.In"AnAttempttoReadEnglishNewspapersinMiddleSchoolEnglishTeaching",LeYajuan(2009)arguesthatreadingEnglishnewspaperslaysasolidfoundationfortheimprovementoflearners'readingcomprehensionskills,andalsoarguesthatreadingEnglishnewspapersplaysaroleinmodernEnglishteaching.However,therearenotmanyempiricalstudiesontheuseofnewspaperreadinginclassroomteaching,sothisstudyfocusesontheuseofEnglishnewspapersinjuniorMediumSchoolEnglishreadingclasses.1.2ResearchPurposeandSignificanceThisstudyisbasedonthenewcurriculumreformandfocusesontheuseofEnglishnewspapersandmagazinesinMediumSchoolEnglishreadingteachingtopromotetheimprovementofMediumSchoolEnglishreadingteachingandtopromotestudents'interest,motivationandpotentialinreadingEnglish,whichwillbeofgreatbenefittotheirfuturestudies,researchandwork.Inadditionteachershavefound,afteryearsofexploration,thattheEnglishlanguagepressisusefulforreadingteachingandchoosingitasanaidtotheteachingprocessisverybeneficial.ItscontemporarydistinctivenesshelpsstudentstokeepupwiththetimesandtokeepabreastofthelatestEnglishreadingmaterialsinthenewera,openingupstudents'horizonsandpatternsandenablingteacherstocarryoutanintegratedapproachtoteaching.1.3StructureoftheThesisChapter1providesabriefintroductiontothethesis,Chapter2providesatheoreticaloverviewofsomeoftheconceptscoveredinthispaper,andChapter3introducestheresearchdesignofthepaperandthequestionnairedesign.Chapter4summarisesthefindingsofthestudyandmakesrecommendations.Finally,thearticleisconcluded.

2.TheoreticalBasis2.1ReadingModels2.1.1Bottom-upModelThebottom-upmodelreferstotheteachingofreadingfromtheidentificationofthesmallestunitsoflettersandwordsintheEnglishlanguage(thebottomlevel)totheunderstandingoftheoverallmeaningofsyntaxanddiscourse(thetoplevel).Accordingtothismodel,comprehensionofthewholetextdependsonunderstandingthesentencesthatmakeupthechapter,whichinturndependsonunderstandingthephrases,wordsandgrammaticalstructuresthatmakeupthesentences,whichinturncannotbeunderstoodwithoutidentifyingthelettersofthealphabet.Whenteachingreading,theteacher'smaintaskistohelpstudentstosolvethelinguisticbarriers,i.e.tofigureoutthemeaningofwords,phrasesandsentences.ThismodelassumesthatstudentscancomprehendreadingmaterialoncetheyhaveabasicknowledgeofEnglishphonology,vocabularyandsyntax.However,astheprocessofreadingcomprehensionhasbeenstudied,ithasbecomeclearthatwhenreading,thelanguageproblemissolved,buttheunderstandingofthetextisnotnecessarilysolved,andtheauthor'sintentionsarenotalwaysclear,becauseitignoresarangeofcontextualfactorsthatinfluencethereadingprocess,treatingitasapurelylinguisticknowledgeapplicationactivity.2.1.2Top-downModelIntheearly1970s,Goodmanproposedthe'top-down'modelinresponsetothe'bottom-up'modelofreadinginstruction,inwhichthereaderdoesnotpassivelyreceiveinformation,butactivelyusesbackgroundknowledgetoItisaprocessofguessing,verifying,inferringandrevising.Accordingtothismodel,readersdonothavetousecuesfromthetextasawhole,butsimplyselectenoughinformationfromthetexttomakepredictionsandusetheirownexperienceandknowledgeoftheobjectiveworldtoverifytheirownpredictions.Readingistheprocessofcontinuallyspeculatingandunderstandingthereadingmaterialfromamacroperspective.Inreading,thereaderisconstantlymakingassumptionsandinferencesaboutthecontentofthetextbasedonhisorherpriorknowledge,andfindingrelevantinformationinthetexttoverifyhisorherassumptions.Thetop-downmodelrejectsword-by-wordreading,emphasisestheroleofstudents'priorknowledgeinthereadingprocess,andadvocatesmobilisingstudents'initiativetoactivelythinkaboutandexpandonthetext.Thetop-downmodelcorrectlycriticisesthedisadvantagesofthebottom-upmodelof"seeingthetreesbutnottheforest",butitcompletelyignoresthemeaningofwordsandsyntaxandoveremphasisestheroleofthereader'spriorknowledge,whichcaneasilyleadtoapoorgraspofthebasicsoftheEnglishlanguage,resultinginadeclineinreadinglevelandoverallEnglishlanguageskills.Evenifapersonhasstronganalyticalandinferentialskills,itisimpossibleforhimtoread,letalonecomprehend,ifheisilliterate.2.1.3InteractiveModelIn1977RumelhartproposedtheInteractiveModel.Drawingonthelatestfindingsinartificialintelligenceresearch,heproposedthattheprocessofreadingisinfactacomplex'interaction'ofknowledgeofmultiplelanguages,includingtext,vocabulary,syntaxandsemantics.The"interaction"modelcombinesthestrengthsandweaknessesofthe"top-down"and"bottom-up"models,andconsidersreadingasaprocessofbottom-upandtop-downinteractions.Itemphasisesthetwo-wayandinteractivenatureofthereadingprocess.Theinteractionmodelisalsoknownastheschematheorymodel.Accordingtotheschematheorymodel,thereader'sreadingabilityisdeterminedbythreeschemas,namelythelinguisticschema,thecontentschemaandthestructuralschema.Thelinguisticschemareferstothereader'smasteryofthereadingmaterial;thecontentschemareferstothereader'sfamiliaritywiththetopicofthetextinquestion;andthestructuralschemareferstothereader'sknowledgeofthegenreofthetext.Linguisticschemaisthebasisforbothcontentandstructuralschema,andtheinterpretationoflinguisticschemareflectsstudents'abilitytounderstandbasicwords,phrases,longsentencesanddifficultsentences.Contentschemarefersprimarilytostudents'knowledge,emphasisingtheirbackgroundknowledge,andmasteryofthecorrespondingcontentschemafacilitatescomprehensionofthetext.Themasteryofstructuralschemasfacilitatesreaderstounderstandandrememberthecontentoftextsaccordingtotheirdifferentgenresandstructures.Themodelrecognisesthatreadingisacomplexprocessofpsycholinguisticactivityandthatreadingcomprehensionistheresultofacombinationoflinguisticknowledgeandknowledgeinthehumanbrain.Thegoalofreadinginstructionistoimprovestudents'readingskills.Therefore,teachersshoulddevelopstudents'masteryoflinguistic,contentandstructuralschemataintheirteaching.Teachersmustfirsthelpstudentstoexpandtheirvocabularyandacquirebasiclinguisticknowledgeinordertolaythefoundationsforinvokingcontentandstructuralschemas.Secondly,theyshouldprovidestudentswiththeappropriateculturalbackgroundknowledgeofEnglishtoenrichthecontentschemasintheirmindsanddeveloptheirabilitytoinvokethem.Finally,thestructureofdifferentgenresoftextsisanalysedandthecharacteristicsofdifferentgenresaresystematicallytaughttocreatetheconditionsforeffectivereading.Theinteractionmodelemphasisesboththeacquisitionofbasiclinguisticknowledgeandthereader'spriorknowledgebackground.Thevariouskindsofknowledgeinteractwitheachotherandinfluenceeachother,ratherthansimplygoinginasingledirectionfromtoptobottomorbottomtotop.2.2RelatedTheories2.2.1Krashen’sSecondLanguageAcquisitionTheoryKrashen(1985)proposedfivehypothesesinsecondlanguageacquisition(SLA):theacquisition-acquisitionhypothesis,thenaturalorderhypothesis,themonitoringhypothesis,theinputhypothesis,andtheaffectivefilteringhypothesis.TheinputhypothesisisregardedasthecoreelementinhisSLAtheory,whichhelpsexplainhowlearnersacquireasecondlanguage.Moreover,thekeyargumentofinputhypothesisisthatthelanguagethatlearnerreceivesmust(1)becomprehensibleinputand(2)containcomponentsthatareslightlyabovetheleveloftheknownlanguage(i+1).Where‘i’denotesthelanguagelearner’scurrentlevelofthesecondlanguageand‘i’denoteslanguageknowledgeslightlyabovethelanguagelearner’scurrentlevel.AccordingtoKrashen(1985),languageacquisitioncanonlyoccurwhenthelearnerisexposedto"comprehensiblelanguageinput",i.e.,secondlanguageinputthatisslightlyabovethelearner’scurrentleveloflanguageskills;Whenthelearneristofocusonunderstandingthemeaningormessageratherthantheform.ideallanguageinputshouldhavethefollowingfourcharacteristics:comprehensibility,beingbothinterestingandrelevant,ungrammaticalproceduralarrangement,andsufficientamountofinput.InKrashen’sview,languageinputisrelatedto"acquisition"ratherthan"learning".Acquisitionisanunconscious,implicit,andnaturalprocessthatistheprimarymeansbywhichalanguagelearneracquiresalanguage(Shi,2017).Learning,ontheotherhand,istheconsciousandpurposefulacquisitionoflanguageknowledgebylanguagelearnersanddoesnotleadtotheacquisitionoflanguage.Effectiveacquisitionoflanguageinawaythatcanbeusedforcommunicationisacquisitionratherthanlearning.Moreover,peopleacquirelanguagebestbyunderstandinglinguisticinputataslightlyhigherlevelthantheircurrentlanguagelevel,requiringtheuseofcontextualandnon-linguisticinformation.Krashen(1985)arguesthatlanguageacquisitionistheresultofthelearner’scomprehensionoflanguageinput.Itisareceptiveskillratherthanaproductiveskillthatdriveslanguageacquisition,andtheroleofoutputisnotprimaryintheinputhypothesis.2.2.2SchemaTheoryAfter1970camethemodernschematheory,whichissimilartotheframeworkstructureofabodyofknowledge.Thegreaterthenumberandvarietyofschemas,thericherthemodulesoftheEnglishlearningmethod,andthedeepertheunderstandingofthebodyofEnglishknowledge,andtheabilitytoreadbeyondtheliteralmeaningtotheunderlyingmeaningoftheauthor'stext.InEnglishreadinglearning,schematheoryidentifiesthreebasicschemastoguideEnglishlearning:linguistic,contentandrhetorical,whichinteractwithspecificmaterial,andthelearner'sunderstandingofthematerialisdirectlyrelatedtothemasteryoftheschematicframework.Intheapplicationofschematheorytheprocessofreadingisboth'top-down'and'bottom-up',withthebrainmakingfurtherspeculationsaboutthetextasaresultofinformationstimulation.Thebrainisstimulatedbytheinformationtomakefurtherspeculationsaboutthetext,andthepre-inputinthebraininteractswiththeinformationinputinlatertexts,resultinginnewthinkingabouttheinformationabove.Therefore,theprocessofteachingrequiresaconstantfocusonculturalcontextandcontextualisation,andtheneedforcontextualisationtocarryforwardandbackward,whichcanbeveryhelpfulinunderstandingtheauthor'sintentions.Thisprocessisnotaone-offbutarepeatedone,inwhichtheauthor'sattitudesandaimsareanalysedseveraltimesinthecourseoftheanalysisofdifferentmaterialandinformation,sothatamoreaccurategraspofthewholetextcanbeobtained.Atthesametime,itenhancesthewholelearningprocessthroughtheacquisition,transfer,reprocessinganddeepextractionofinformation,whichintheteachingofEnglishreadingisinlinewiththethinkingofpeople'spsychologicallogic.Itsentirelearningmodulecanbedividedintofourmodules:perception,memory,controlandresponse.PeopleinevitablyusethesefourmodulesintheprocessoflearningEnglisheffectively,andthisprocessofprocessing,relatingandre-understandinginformationissomethingthatteachersneedtofocusonintheirteaching.ThebackgroundofreadingmaterialsismoreimportanttothecomprehensionintheprocessofreadingEnglish.Backgroundknowledgeofmaterialsisoneoftheimportantelementsinschematheory,inwhichculturalpracticesanddiverseideasarethebasisforenhancingcomprehensioninreading,andthetransferanduseofthisbackgroundknowledgeprovidesthebasisforaccuratecomprehensioninreading.Areaderwhounderstandsbackgroundknowledgeandareaderwhodoesnotunderstandbackgroundknowledgewillusuallyhavedifferentdegreesofcomprehension,sotheusualTherefore,itisparticularlyimportanttotraincomprehensionofbackgroundknowledgeintheteachingprocess.Inadditiontothebasicknowledgeofthesocial,scientific,culturalandhumanisticenvironmentandvariousprofessionalbackgrounds,thestudents'schematicframeworkstructureshouldbeenriched.Thiswillmakethemmorecomfortableintheprocessofreadingtexts.Themorelearnersmastertheschematheoryframeworkofreading,thefasterandmoreaccuratetheycanread.Theschematheoryprovidesaguidingmethodologicalstrategyforreading,whichallowsthemtograspthemaininformationmorequicklyandformadeepimpressionintheirbrains.Newspapersarearichresourceforteachingschematheory.TheuseoftheEnglishpressintheteachingprocessprovidesanexcellentgroundforstudentstolearnEnglish.Thepressisrichinschematicresources,ithasauniquebackgroundknowledgeandavarietyofgenres,andthisschematicstructureoflanguage,contentandformcangreatlyimprovethequalityofteachingandlearning,andthepracticeofschematheorythroughtheEnglishpresscanaddbeneficialtoolstofurthertheeffectivenessofnewspaperreading.2.3RelatedResearchesZhuBeibeipointsoutthattheideaofimprovingconnotationisparticularlyimportantandisthemostimportantwaytoimproveliteracy,mainlybecause,firstly,thecontentofEnglishnewspapersischosenforitsauthenticandinterestinglanguage,andstudents'readingofnewspapersisalmostequivalenttobeingimmersedinEnglishcultureandEnglishthinking,whichisgoodforstudents'culturalgrowthandlanguageimprovement;secondly,thecontentofnewspapersisasupplementtothetextbookcontent,andstudentscanreadnewspapersafterlearningthetextbookcontent.Secondly,newspapercontentisasupplementtothetextbookcontent.Afterlearningthetextbookcontent,studentsreadnewspapercontent,whichisconducivetoconsolidatingwhattheyhavelearnedandgaininganewunderstandingofthetextbookknowledge;thirdly,theEnglishnewspaperhasitsownuniqueadvantages,withnovelselection,richcontent,interestingandcurrent,allofwhichareconducivetokeepingstudentsabreastofthetimesandthelatestinformation.ZhuQisummarisedthemethodsofreadingEnglishnewspapers,includingreadingheadlines,lookingatillustrations,readingintroductions,graspingelements,readingthetextandgraspingthestructure;LiuJameetal.usedEnglishnewspapersassupplementaryteachingintheirstudyofruralMediumSchoolstudents'Englishreadinglevelsandfoundthattheycouldeffectivelystrengthenstudents'foundationsandexpandtheirhorizonsinthecontextofweakruralfoundations.Harmerarguesthattheuseofreadingmaterialsprovidesstudentswithexistingwritingmaterialsandanenvironmentforsentenceconstructionanddiction;RichardsusesnewspaperstoexploretheirpositiveeffectsonL2andtheadvantagesofasecondlanguage;Johnson,P.studiestheuseofonlinenewspaperinformationtoenhancelanguageawarenessandcomprehension.Johnson,P.studiedtheuseofonlinepressinformationtoimprovecognitiveandcomprehensionskillsandfoundthatthisprocessenhancedstudents'relevance.KeijiKitao,aleadingJapaneseprofessor,hasalsofocusedontheteachingofreadingEnglishnewspapersandhasbeenusingthemandteachingstudentshowtostudythemsince1980.ProfessorPaul,aleadingBritishacademic,citesseveralreasonsforteachingreadinginEnglishnewspapers:firstly,newspapersarehighlyfunctionalandhavecomprehensiveeducationalvalue;secondly,newspaperscaneffectivelydisseminateculturalcontentandhaveimportantculturalinformation;thirdly,newspapersareupdatedquicklyandhavefreshlanguagematerial;fourthly,studentsreadingnewspaperscanbeexposedtodifferentgenresofarticles;fifthly,newspapershaveinterestingcontentandtopicsFifth,thecontentofnewspapersisinterestingandthetopicsareinteresting,whichcaneasilyattractreaders'interestinreading;sixth,thecontentofnewspapersisclosetopeople'sreallife,whichismoreeasilydigestedandunderstoodbyreaders.Inhisarticle"LearningEnglishbyReadingNewspapers",thefamousAmericanscholarDanielDrofkopointedouttheuniqueadvantagesoftheEnglishlanguagepress,namelyitsexcellentvalueformoney,richcontent,novelselectionofarticles,authenticandinterestinglanguage,clearstructureofthetextanditstimeliness.Inhisarticle'TeachingSecondLanguageLearnersthroughNewspapers',RafaelOlivaris,aleadingSpanishscholar,elaboratesontheuniqueadvantagesofusingtheEnglishpressforsecondlanguageteaching.Fromtheabove-mentionedliterature,itcanbeseenthatteachingreadingthroughtheEnglishpressisnecessaryanduseful,andmanyexpertsandscholarshavepointedoutthebenefitsofusingtheEnglishpressforreadinginstruction.However,mostofthestudieshavedealtwiththeeffectsofEnglishnewspapersingeneral,butnotspecificallywiththeeffectsonstudents'readingabilityandinterestinreadinginMediumSchoolEnglish.Therefore,thisthesiswillexamineindetailtheeffectsofnewspaperreadingonstudents'readingabilityandreadinginterest.

3.ResearchDesign3.1ResearchSubjectsClass22ofthefirstyearandclass25ofthefirstyearofthe14thMiddleSchoolinCangzhouwereselectedforthisexperiment.Thetwoclasseshaveequalnumbers,bothwith49students.Theaveragescoresofthestudentsintheclassesarecomparable,andthereisasmalldifferenceintheirEnglishfoundation;theybothhavemasteredsomebasicgrammarknowledge,andbothhaveslightlylowerreadingability.Theyweremorepassiveinreading,hadanaverageinterestinreadingandwereusuallymoreofaproblemsolver.Duringtheexperiment,thefirstyear22classwaschosenastheexperimentalclass.TheclasssubscribedtoEnglishnewspapersandmagazinesasawholeandcompletedthecorrespondingtaskseachweekasrequired.Thefirstyear25classwasthecontrolclass.Apartfromthesubscriptiontothenewspaperintheexperimentalclass,thepatternoflessons,thecontentofthelessonsandtheassignmentswerethesameinbothclasses.3.2ResearchInstruments3.2.1QuestionnaireThequestionnairemethodisamethodofindirectlyobtainingmaterialsandinformationbysendingabriefandconcisequestionnairetotheinvestigator,askingtofillinopinionsandsuggestionsonrelevantissues.Thefocusofthequestionnairesurveyisontheselectionofthesurveyrespondents,thepreparationofthequestionnaireandtheanalysisofdata.ThequestionnaireisshowninAppendixI.3.2.2ReadingTestsThepre-testinstrumentfortheexperimentwasthefinalexamofthefirstsemesterofthefirstyearoftheacademicyear2018inCangzhou14thmediumschool.Thetestconsistedoffourparts:listening,readingcomprehension,applicationofEnglishknowledgeandwriting,andthetestlasted120minutesandscored120pointsintotal.ThetestpaperisastandardisedtestinEnglishwithhighreliabilityandvalidity,andthereforetheresultsachievedbystudentsinthetestareofhighreferencevalue.Attheendoftheexperiment,theteachersorganisedtheirownpost-testintwoclasses.ThetestquestionswereselectedfromthefinalexaminationofthefirstsemesterofthefirstyearinCangzhou14thmediumschoolintheacademicyear2020,andwereusedasthepost-testingtoolforthisexperiment.Thetestalsoconsistedoffourparts:listening,readingcomprehension,Englishknowledgeandwriting,andlasted120minutes.Thetestisscoredwiththesamereliabilityasthepre-testpaper.3.3ResearchProceduresTheexperimentlastedfrom25August2021until20December2021.Theexactprocessoftheexperimentwasasfollows.Firstlytheteachersdistributedrelevantquestionnairestofindouttheactuallearningsituationofthestudentsandpre-testpapersweregivenoutforquizzing.Theteachersthentaughtusingthepedagogycoveredintheprevioussection.Afterth