本文是一篇英语论文，本研究选取广东省河源市某中学的两个平行班的90名高二年级的学生为研究对象，进行近三个月的实验研究。
Chapter One Introduction
1.1 Research Background
General High School Curriculum Standards:English(2017 Version 2020Revision)stipulates explicitly that English subject should foster students'corecompetencies.Among students'core competencies,several abilities are expected to bedeveloped in English learning,including reading literacy.Reading literacy is anessential learning ability that students must be equipped with,as it is not only afundamental ability for all subjects but also an irreplaceable and unique element incultivating students'thinking abilities.As more academics became aware of theimportance of reading literacy,they focused on fostering students'reading literacy.Wang(2017)pointed out that teachers are not supposed to break up reading materialsinto individual parts like different parts of a machine because this could hinder thedevelopment of students'reading literacy.The goal of reading teaching is to cultivatestudents'reading literacy through a variety of activities that improve students'sensitivity to the text,genre,structure,and writing style,and to keep students engaged(Wang,2018).
There has been a significant increase in efforts to cultivate students'readingliteracy,with approaches such as sustained silent reading(Wu,2016)and gradedreading(Zhang,2018)gaining prominence.However,senior high school students,particularly those in Senior Two and Senior Three,often face busy study schedulesthat leave them with limited time for extra reading.
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1.2 Research Purposes
As mentioned earlier,there are some problems with questions in reading classes.For example,the majority of questions are low-level,and the connection amongquestions is neither logic nor progressive.To cope with them,the combination ofquestion chain and EABA are worth exploring.As a major component of readinginstruction,questions play an important role and should be maximized in theirfunction in cultivating students'reading literacy.Therefore,in this study,experimentalresearch is conducted to explore the effects of question chain based on EABA onstudents'English reading literacy.This study aims to achieve the following objectives:
Firstly,this study aims to improve the quality of questions in reading classes byadopting question chain based on EABA.Since there are still problems with questionsin reading class,questions might not be able to fulfill its intended purpose.It is hopedthat question chain based on EABA will shed some new light on improving questions'quality in English reading class.
Secondly,this study examines the influence of question chain based on EABA onsenior school students'reading literacy(reading comprehension and reading experience).Meanwhile,it analyzes the possible reasons,which is essential forsustainable reading literacy cultivation in senior high schools.
Lastly,this research practically inspires front-line teacher suggestions to payattention to questions addressed in reading class in senior high school,as well as toarouse senior high school English teachers'awareness to utilize questions in class tocultivate senior high students'reading literacy.
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Chapter Two Literature Review
2.1 Definitions of Key Concepts
In this section,the definitions of English activity-based approach,question chain,question chain based on EABA and reading literacy will be given.
2.1.1 Definition of English Activity-based Approach(EABA)
A concise and comprehensive explanation of EABA can be found in the GeneralHigh School Curriculum Standards:English(2017 Version 2020 Revision)(2017:13).English activity-based approach(hereinafter referred to EABA),is a student-centeredteaching method that enables English language acquisition through a series ofintegrated,relevant,and practical theme-based activities.These activities areintentionally designed to facilitate the learning process,which encompasses threeessential stages:1)perceiving and understanding,2)applying and practicing,and 3)transferring and creating.Throughout these activities,students are encouraged to drawupon their existing knowledge,actively engage in exploring the meaning of texts ofdiverse types,and develop critical problem-solving skills.
Wang(2018)illustrated EABA through the analysis of English learning andactivities.As she pointed out,English learning entails a series of learning activitiesrelated to the English discipline.EABA is not only the content of learning but also theapproach to make learning occur.Besides,"activity"in"English activity-basedapproach"refers to those educational activities,rather than generally recognizedproduction or life activities.As to the content of learning,EABA means a point ofview,attitudes,and ideas that have been established.
Zhang(2019)stated that EABA is both an epistemology and a methodology.It is an epistemology,for it theoretically discusses the cognition of English learningactivities.It is a methodology because it serves as an instruction in actual practice.Heargued that English learning activities should be comprehensive,relevant,andpractical to realize core competencies.Comprehensiveness indicates that sixcomponents of curriculum content are integrated,improving students'language skillsand developing their core competencies as a whole.For learning activities to berelevant,they must be conducted within a certain thematic context,and their designshould be logical and closely related to students'lives.In the practical aspect oflearning,emphasis is placed on the importance of students.Besides,it is importantthat learning activities are transferable.
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2.2 Previous Studies on English Activity-based Approach(EABA)
Judging from the research in China National Knowledge Infrastructure(CNKI)database,there are 185 theses related to the"English activity-based approach"in thesocial sciences field,including 82 journal papers,103 academic dissertations.Thissection discusses the development of EABA and its application in English readingteaching.
2.2.1 Studies on the development of EABA
The number of publications at home reflects that studies focusing on EABA isfar from enough.In light of this,more research is necessary.The following figureillustrates the distribution of 185 theses in the past five years.
英语论文怎么写
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Chapter Three Theoretical Foundations .............................. 26
3.1 Constructivism ................................ 26
3.1.1 Brief introduction to constructivism .............................. 26
3.1.2 Application of constructivism to the present study .................... 27
Chapter Four Methodology ........................... 31
4.1 Research Questions ................................... 31
4.2 Participants ...................................... 31
Chapter Five Results and Discussion ........................... 47
5.1 Results ..................................... 47
5.1.1 Results of tests .................. 47
5.1.2 Results of questionnaires ......................... 52
Chapter Five Results and Discussion
5.1 Results
英语论文参考
After the implementation of the experiment,there are three kinds of data in total.Among them,the data collected from the reading comprehension test are used toanswer the first research question,while the data from the questionnaires are analyzedto answer the second research question.What's more,as a qualitative supplement,interviews are used to discuss the impact of question chain based on EABA onstudents'reading comprehension and reading experience.
5.1.1 Results of tests
The role of tests is to validate the changes in students'reading scores before andafter the experiment.Including pre-test and post-test,two sets of tests were conductedin the experiment.Among them,the pre-test was conducted to investigate whether asignificant difference existed in English reading comprehension between students inthe experimental group and those in the control group,while the post-test aimed todiscover the changes in students'reading comprehension after the experiment.Thepre-test's content is chosen from the reading comprehension of the 2020-2021 unifiedexamination of Yuexiu District,Guangzhou.After the experiment,the post-test,whichwas selected from that of the 2021-2022 unified examination of Yuexiu District,Guangzhou,was conducted in EC and CC.
After the data of both pre-test and post-test was collected,SPSS 26.0 softwarewas used to analyze the data three times in total,two independent samples t-test onthe pre-test and post-test data of EC and CC and a paired samples t-test was operated on the pre-test and post-test data of EC and CC.The independent sample test waspresented in the previous chapter to show that the two classes were not significantlydifferent.Therefore,the following chart mainly depicts the difference in scores ontests between two classes.
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Chapter Six Conclusions
6.1 Major Findings
As mentioned in Chapter one,this research is conducted to explore the impact ofquestion chain based on EABA on senior high school students English reading literacy,which consists of English reading comprehension and reading experience.To addressthe two research questions,this thesis adopts question chain based on EABA in twoparallel classes made up of 90 senior Two students.After a nearly three months’experiment,the data of English reading comprehension tests and reading experiencequestionnaires of EC and CC were successfully collected.Meanwhile,six students atdifferent levels were interviewed to supplement the data.Through analyzing theresults,the effectiveness of question chain based on EABA in English readingteaching were elaborated.Major findings of this research are demonstrated as follows.
Firstly,question chain based on EABA is conducive to senior high schoolstudents’reading comprehension,specifically in the aspects of information extraction,application of strategies and multiple thinking.Before the experiment,the readingcomprehension of the two classes was almost equal.However,the results of thepost-test presented that EC made significant progress compared with the pre-test,while CC did not.In the sub-dimensions of reading comprehension,the improvementsin application of strategies was the most significant.Meanwhile,interviewees alsoexpressed that question chain based on EABA can help them better understand thereading text,stressing that those questions addressed in class are effective infacilitating their English reading comprehension.
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