2.2 Related Studies on English Reading Teaching
Foreign scholars began to study reading teaching as early as the late 1920s,and itwas in the 1960s reading research became popular.Ge(2015)said in his article thatthe popular SQ3R reading method in the United States in the 60s and 70s helped tocultivate foreign language reading skills,S=survey,that is,using titles,table ofcontents,and indexes to roughly understand and judge the content of materials inorder to determine the focus and value of information;Q=question,that is,pre-setquestions about the intention and structure of the material to read with a purpose toread in a targeted and selective manner;R1=reading,actual reading;R2=review,review the reading material according to the law of memory;R3=recite,whichreorganizes the reading material according to memory.Just like today's Englishclassrooms are more advocated for the teaching mode of predicting,skimming,finding,and perusing articles,reviewing and returning to the article,and finally usingit.Since the 1960s,scholars have proposed a series of reading process models,ofwhich 4 have a more significant impact:Goodman(1967)proposed the famous"Psycholinguistic Model of Reading,"which is also known as"Top-Down,"which isa top-down reading mode;The information processing model proposed byGough(1972);Rumelhart(1977)proposed the"Interactive Model of Reading"theory,that is,the theory of interaction patterns and schemas;Carrell&Eisterhold(1983) co-proposed the"Schema Theory,"it is believed that readers usually use a dualschema structure for decoding,that is,a combination of"Top-down"and"Bottom-up."Since the 1980s,foreign research on reading teaching has mainlyfocused on reading strategies,such as Block(1986)used the"sound thinking method"to discover fifteen reading strategies and divided these strategies into global strategiesand local strategies according to the"Top-down"and"Bottom-up"reading modes.O'Malley&Chamot proposed several representative vocabulary teaching strategies in1990,including metacognitive,cognitive,and emotional strategies.
Chapter Three Theoretical Basis .................. 20
3.1 Register Theory ............................. 20
3.1.1 Characteristics of register ........................ 23
3.1.2 Variables of register ....................... 24
Chapter Four Methodology ......................... 29
4.1 Research Questions .......................... 29
4.2 Research Participants ................................ 29
4.3 Research Instruments ....................... 30
Chapter Five Results and Discussions .......................... 41
5.1 Results .............................. 41
5.1.1 Results of the Tests ...................... 41
5.1.2 Results of the Interviews ....................... 60
Chapter Five Results and Discussions
5.1 Results
In response to the two research questions raised in chapter four,this chapter willanalyze and discuss the quantitative and qualitative data collected in detail to drawrelevant conclusions.First,the collected the pre-test and the post-test data wereaccurately entered into Excel tables,using independent sample t-tests and pairedsample t-tests through the SPSS 26.0 software to analyze and interpret the data.A textanalysis of the interview follows this.That is,combined with
