students have improved their English reading achievement after four months of text interpretation-based English reading teaching. It shows the English reading based on text interpretation is conducive to the growth of the students' English reading level in the experimental class.Chapter Five Conclusions
5.1 Major Findings
This research uses text interpretation as theoretical guidance. On the ground of previous related studies, the author mainly adopts experimental research methods and draws conclusions through the analysis of post-test questionnaire and interview as well. Mining hidden information is for improving students' reading ability and students can know different stylistic features. In addition, the text interpretation can enable students to integrate text information. Through a semester of classroom teaching practice, the research found that high school students’ abilities were improved with the use of text interpretation in reading teaching.
In addition, the reading teaching activities based on the text interpretation pays more attention to the explanation and analysis of the genre, context and cohesive means of the text. In the course of teaching, teachers can enable students to experience when reading articles by using diverse cultural background knowledge, observing the use of cohesive means and sorting out the development context of the article. Under the planned and conscious training and the inefficient reading situation will be improved. The desired results will be achieved in the English reading test. When teachers use the text interpretation method, they do not directly instill profound theoretical knowledge into students, but in a step-by-step. They plan way to inspire and guide students' reading strategies and methods. In this teaching environment, students will strengthen the analysis and thinking of texts, master more strategies and skills in English reading. While the ability is improved, students' confidence in learning will also continue to be increased. Under the guidance of the text interpretation, the author observed that most of the students' concentration, enthusiasm, reading confidence and reading performance in the reading class have been greatly improved. They dare to overcome reading difficulties and obstacles. They dare to challenge more difficult reading tasks, and their sense of self-efficacy has been greatly improved.
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