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t, under the guidance ofthematic context and based on students’ existing knowledge, students can accumulatetheir language knowledge, develop their language skills, deepen the culturalunderstanding, promote diverse thinking, form positive values and optimize learningstrategies in the process of analyzing and solving problems. All these goals could beachieved through a series of learning activities which are relevant, practical andintegrated, and these learning activities are divided into three levels including thelearning and understanding activities, the applying and practicing activities as well as the transferring and creating activities. This process is not only an integrateddevelopment process of learning language knowledge and language skills, but also acontinuous process of enhancing cultural awareness, thinking quality and improvinglearning ability (MOE, 2018: 13).

Chapter Three Research Design...............................18

3.1 Research Questions...............................18

3.2 Research Participants...............................18

3.3 Research Method.................................... 19

Chapter Four Implementation of English Group Text Reading Teaching........... 26

4.1 Principles of the Teaching Experiment..............................26

4.2 Teaching Procedures of the Experimental Class.......................27

4.3 Teaching Procedures of the Controlled Class.............. 34

Chapter Five Results and Discussion...................................39

5.1 The Implementation of English Group Text Reading Teaching..................... 39

5.1.1 Perception and Cognition of Group Text Reading Teaching................ 39

5.1.2 Text Choice in Group Reading class.....................................................42

Chapter Five Results and Discussion

5.1 The Implementation of English Group Text Reading Teaching

5.1.1 Perception and Cognition of Group Text Reading Teaching

The data about Item 1 (I know the conception of group text reading teaching)shows that 77% English teachers have a general understanding of English group textreading teaching, with the mean of 3.880 and the median of 4. However, thirteenEnglish teachers are unfamiliar with this kind of teaching method, which showsEnglish group text reading teaching has not been widely promoted. Additionally,based on the pie chart, 54.39% of English teachers learn about the concept of grouptext reading teaching by reading literature in their free time. Only 28.07% of themknow this teaching method through teaching and research activities, and 17.54%explore this reading teaching by their own teaching reflection and the needs of theirstudents.

Chapter Six Conclusion

6.1 Major Findings

In this study, we have explored the effective implementation of group textreading teaching and examined its impact on students’ reading comprehension abilityand critical thinking skills. Quantitative and qualitative data have been collected via atest, a questionnaire and an interview.

The questionnaire results reveal the effective imple本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。