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Authenticity of the material in College English Reading Teaching Effectiveness

Author: HuangLianLian
Tutor: XuJinYing
School: Gannan Teachers' College
Course: English Curriculum and Pedagogy
Keywords: Authenticity of the material College English Reading Teaching reading
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 163
Quote: 1
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Abstract


Reading is a modern society in which people are essential for survival and development of a social and cultural skills. Thus, both theory and practice, reading language educators has been the focus of attention. Affect the reading efficiency and reading interests is an important factor in English reading material itself, so the teaching of English reading materials research by domestic and foreign researchers widespread attention. Communicative language teaching emphasized: Language teaching content must be true, natural language; in reading the content for the purpose of advocating for the authenticity of the material read. However, as the current second language education in teaching practice and theoretical research out of touch, like (Ellis, 1997), English reading teaching actually rarely use the authenticity of the material, or no real use of materials, the lack of real investment. Many university teachers of English words that the authenticity of the material too much, too complex sentences, not suitable for the authenticity of the original material as a college English reading material. In view of this, it is necessary to do an empirical study to verify the authenticity of material in college English reading teaching is feasible, whether the validity. This is exactly the purpose of this thesis. In this thesis, communicative language teaching and input assumptions as the theoretical basis, using a combination of qualitative and quantitative research methods, the authenticity of the material in College English Reading Teaching effectiveness of an empirical study. Current Status and authenticity for the teaching of English in the use of materials problems, the authors propose hypothesis: the use of teaching reading material whether authenticity can improve students 'reading ability, whether to promote students' reading motivation and self-confidence improved, whether Enhanced use of reading strategies. Before the experiment, the authors conducted a pilot study, the results basically reflect the issues to be investigated before the experiment. In the experiment, the authors chose the school where two non-English major freshmen parallel classes as experimental subjects, conducted a 12-week experiment, the experimental group were asked to read the authenticity of materials, the control group was asked to read non-authenticity of the material . Data collection tools are: English Placement Test reading section scores (pre-test), final English exam reading section scores (post-test), reading motivation questionnaire, weekly, student interviews, the authenticity of materials for reading activities and reading strategies attitudes questionnaire investigation. And the experimental data using SPSS statistical software for Microsoft Office Excel. Before the experiment two groups were tested in English reading level was no significant difference, but after 12 weeks of reading different materials, the experimental results show: the experimental group than in the control group were tested in reading ability, reading motivation and reading strategies have significantly improved, to examine and support the above three assumptions to arrive at truth in College English Reading Teaching material has validity. The authors believe that this study, college English teacher, English reading materials designers, curriculum developers, and foreign language teaching theories researchers have a certain reference value for college English reading teaching, or even the entire foreign language teaching has some theoretical value and practical significance .

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CLC: > Language, writing > FOREIGN > English > Language teaching
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