Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

An Exploration of the English Reading Instruction Model with a Systemic Functional Linguistic Perspective

Reading is an important channel for students to acquire knowledge and information.Therefore,exploring an effective reading instructional model to improve students’reading ability is one of the main goals of today’s university English teaching.The model of English reading instruction based on the theory of systemic functional linguistics is designed to study how teachers can apply this theory to the teaching of reading in order to improve students’reading comprehension.

Production-Oriented Approach to Reading： Writing-Oriented Reading Instruction

WORI is the Production-Oriented Approach to reading in the TEFL context of China. It is intended to enhance English learners＇ proficiency in writing and reading. By asking questions to draw learners＇ attention to the professional writers＇ choices concerning organization, development, style, and diction, teachers explicitly guide learners to observe, analyze, study, apperceive, so as to learn about their writing thinking and strategies. By designing a variety of reading-to-write tasks, teachers endeavour to activate learners＇ writing thinking developed in writing-oriented reading activities to have such writing thinking fixed in mind and internalized. The WORI also fosters English learners＇ autonomy of sustaining development in reading, writing, as well as their English learning.

Technology-Assisted Reading Instruction for English Language Learners:A Methodological Review

Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.

Utilizing Electronic Reading Device （Kindle） in English as Foreign Language Reading Class

With the evolutionary change in information and communication technologies （ICT）, the definition of literacy has undergone substantial change to include the skills and strategies required to successfully adapt to the rapidly changing ICT contexts. This new definition presents an urgent need to acknowledge the gap between the types of reading experiences students come across at school and those they regularly practice outside the school. One way to bridge such gap is to expand the reading instruction to incorporate electronic reading device, like Kindle, to engage students in electronic reading. Many e-books feature multimodal functionalities, including audio, video, hyperlinks, and interactive tools. Research on this form of reading is still in its infancy in spite of some positive prospects for fostering literacy development and reading comprehension. Therefore, adopting a mixed method approach with 36 college freshmen in central Taiwan, the current study intended to fill in the void by investigating any difference in readers＇ reading comprehension and reading motivation, between the Kindle group and the print-based group. The results indicate that embedding aspects of technology into a traditional reading instruction boosted the participants＇ motivation to read. Nevertheless, the novelty-driven enthusiasm for electronic reading might not sustain students＇ reading motivation long enough to cultivate long-lasting reading habits. The results indicate that there was no significant difference in reading comprehension between two groups. Implications for utilizing electronic readers in EFL classes are also provided.

Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading

Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.

A KWL Plus Model of Metacognitive Reading Strategy Instruction for China's College English Courses

In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.

Functional Language Analysis:A Linguistically-informed Approach to Content Area Reading Instruction

As the educational knowledge that students have to learn becomes more specialized and complex in colleges and universities,the language that constructs such knowledge also becomes more technical,dense,abstract and complex.In order to effectively engage with the texts of disciplinary learning,college students must develop new reading skills and strategies that go beyond those they have learned in the elementary and secondary schools.This article describes an approach to content area reading instruction,Functional Language Analysis,that enables teachers to help their students comprehend and critique the advanced texts of tertiary schooling.

THE IMPLEMENTATION OF A BALANCED READING INSTRUCTION IN TAIWAN

The purpose of this study is to explore the effects of the balanced reading program on the elementary school students in Taiwan. The participants were 36 fifth graders in Taiwan. The researchers chose suitable picture books as teaching materials and made use of them to design a balanced reading program. The program combines the ideas of whole language and phonics rules. Whole-part-whole structure was used in the teaching process. The teaching of the balanced reading program lasted for nine weeks. The questionnaire of learning feedbacks, the questionnaire of reading activities, the teacher's journal, interviews with teachers and students were used to gather data. Six facts were found after the analysis of the data: (1) Among the picture books, 'Seven Blind Mice' and 'Snow' were chosen by the students as their favorite. (2) Most students liked the reading activities for this semester. (3) The students made progress in reading ability and reading techniques. (4) The frequency of the students' reading English storybooks increased. (5) Most students were willing to read English storybooks after the program. (6) The table of self-evaluation didn't work well. Some suggestions have been provided according to the findings.

The Integration of the Know-Want-Learn(KWL) Strategy into English Language Teaching for Non-English Majors

KWL策略于上世纪80年代提出,是当前美国阅读课堂广泛使用的导读策略。KWL过程反映了语言习得的基本认知过程,目前已经渗透MnSCU写作课堂,成为一种写作教学策略。国外一些教学研究者对该策略进行了相关的介绍和研究。尽管国内许多教材和课堂教学的导入活动源自类似的思路,但KWL作为语言学习的策略理论并未引起国内外语界的学术兴趣。因此文章以具体教案为例,通过教学实践尝试,对如何在非专业英语课堂教学中整合运用KWL导读策略和导写策略,以及学生的接受情况进行了相关研究,相信本研究对充分发挥KWL教学思路的潜在效益具有一定的启示。