# An Analysis of the Influence of Different Ways of Context Construction on the Teaching Effect of Intensive Reading and Extensive Reading for English Majors

Authors: Lihong Quan
Journal: Advances in Multimedia
 (2022)

---

## Abstract

Context construction can more effectively put students into the scene and deepen their understanding of reading. The cultivation of students’ comprehensive language use ability is the key teaching activity that English major teachers pay attention to. Language use is closely related to context construction, so it can be said that English teaching cannot leave context creation. In English class, 56.7% of the students have a deep sense of the teachers’ frequent use of context creation, English songs, using facial expressions to do gestures and using objects to create context accounted for 41.3%, 33.7%, and 33.2, respectively. This shows that more than half of the students have a deep feeling about the use of multimedia for context creation. Aiming at the unreasonable design of context creation activities and other problems, this paper provides scientific strategies for teachers to start with modern English teaching. To promote students’ understanding of reading and analyze the teaching effect based on intensive reading and extensive reading so as to improve the teaching quality.


---

## Body

## 1. Introduction

If it lacks syntax, it can transmit less information. Without vocabulary, no information can be expressed. The importance of vocabulary is self-evident, and learning vocabulary is the basic context construction of learning English, which can help improve the teaching results. Making teachers aware of the value of context theory in practice can provide valuable reference for teaching activities. To guide teachers to use context theory reasonably and combine context construction method in practical teaching. Reduce reading comprehension barriers caused by students’ inadequate use of language knowledge and learning strategies, and promote the speed and accuracy of students’ reading comprehension.


## 2. Literature Review

For the definition of context, there is no consensus among scholars at home and abroad. Some scholars summarize it as linguistic environment, while others believe that context can be divided into broad context and narrow context. In a broad sense, context is the external environment of language, including cultural environment, natural environment, social environment, and so on; context in a narrow sense refers to the context of the context, that is, the context of the sentence after the preface. Context refers to the language activities in which communicative subjects use appropriate language expressions in certain situations to carry out normal communication and exchange. In addition, in this kind of communication activity, whether the two sides of the communication subject can accurately express and understand the language, which requires the communication subject to adapt to each other so as to truly achieve the effect of communication. This paper mainly studies the context in English teaching. In English as a discipline, context means the sum of various realistic environments in which people use language to communicate.Context creation refers to the process in which the teacher simulates the situation in primary school English classroom, creates the context in line with the actual life of the students, and simulates and reconstructs the context on the basis of the context. Context creation is through the use of certain media means. Through the language of teachers, simulate the context of real life scenes, making the language knowledge learning vivid and real.This will help develop students’ interest in learning English and stimulate students’ motivation and potential to learn English so that the classroom atmosphere becomes active. The creation of context can not only help students understand language materials but also effectively learn vocabulary, sentence patterns, grammar, and discourse based on their own existing cognition and experience. Learning English in a real context can also help students understand cultural differences and background knowledge and cultivate students’ ability to communicate in English. In primary School English teaching, teachers must follow the following principles in context creation:English is a communicative language and the interaction between teachers and students must be emphasized in English teaching. The so-called communication is that in the classroom, teachers and students interact, communicate, inspire each other, experience each other’s feelings, and achieve mutual progress and mutual development results. In real classroom teaching, teachers not only impart knowledge from books but also create real life situations. It can let the students actively participate in the real environment, understand and master the language, experience the language emotion, and improve the language ability.Primary school students are young and have the characteristic of inattentiveness and easily distracted in class. This requires teachers to stimulate students’ learning motivation and improve their interest in teaching. Therefore, teachers need to create a certain context to activate the classroom atmosphere and improve students’ participation in activities to cultivate students’ ability to do things in English. Effectiveness refers to the actual teaching effect in classroom teaching. In primary school English teaching, the key to the teaching effect is to pay attention to the achievement of goals and the cultivation of students’ pragmatic ability [1].Textbooks are only teachers’ reference tools, teachers should learn to use them flexibly, create appropriate context on the basis of the textbook, and ingeniously design questions so that students become the master of learning and then improve the efficiency of English teaching.At present, there are still different conclusions about the relationship between literary reading and emotional experience and empathy ability in various fields. The reason is not only influenced by the research methods of reading materials but also the individualization of the subjects [2]. Baranov et al. advocated that the personalized differences of readers in aesthetic experience should not only be paid attention to by scientists but also deserve in-depth discussion by humanist scholars [3]. For readers, the risk of reading investment means that they may waste time and energy because they do not get the expected emotional experience. Figure 1 shows the investment concept network.Figure 1
Investment concept network.Table 1
Basic statistics of teachers.
Teachers’ conditionTypeNumber of peoplePercentage (%)SexMale330Female770Teaching age1–5 years3306–10 years440Over 10 years330


## 3. Method: Context Theory and Practice in English Vocabulary Teaching

### 3.1. Design Research

(1)
The research objects are shown in Table1.(2)
Interview outlineThe interview survey method is to understand teachers’ understanding and application of context theory. It can well collect teachers’ inner thoughts and solve the details that the author wants to master. The teachers answered the questions in a relatively relaxed and pleasant atmosphere. The interview questions were as follows: Do you have some understanding of context or context theory? If so, what do you think of context or context theory? Compared with traditional vocabulary teaching, what do you think are the advantages and disadvantages of vocabulary teaching based on context theory?


### 3.2. Classroom Observation and Analysis

Table2 shows the total number and proportion of contexts after statistics, from which we can see that all kinds of contexts appear and the cardinality is considerable, but the proportion of each part is different. Next, the author will talk about two features of the data observed in class. The first feature is that lexical context appears most frequently, while cultural context appears rarely, forming two poles. It is understandable that vocabulary context is used so many times, and the proportion of 75% is sufficient to show teachers’ attention to vocabulary learning because teachers believe that English learning needs to be based on vocabulary. However, cultural context accounted for a worrying 1%. The use of situational context is conducive to vocabulary acquisition, and the proportion of 4% in the chart reflects to some extent that teachers do not pay enough attention to situational context and do not have a rich choice of teaching methods, which is also one of the root causes for the difficulty in improving the teaching effect of words.Table 2
Statistical table of context times.
Context typesOccurrence numberPercentage (%)Vocabulary context28675Grammatical context349Linguistic context4211Context of situation154Cultural context21In total379100Table3 shows the frequency of occurrence and proportion of context in each grade. As shown in the table, the frequency and proportion of context use in grade 1, grade 2, and grade 3 are increasing, and the use of other categories of context is also increasing year by year except the use of situational context. Among them, the decrease of situational context year by year is related to the curriculum standards, which emphasize listening and speaking ability training in the seventh grade. Grades 8 and 9 focus on reading skills. The creation of the situation is the best way to cultivate listening and speaking ability, so teachers are more likely to teach through situational communication. However, what the teacher neglects is that situational context can be used not only for the cultivation of listening and speaking ability but also for the understanding and memorization of words. For example, when teachers are teaching items related to classroom nouns, they can use the items in front of them to facilitate artificial and substantive connections between the icons that students already have in their minds and the new words. Therefore, teachers’ function fixation on situational context affects teachers’ choice of situational teaching and makes word teaching lack of vitality. To sum up, by analyzing the interview survey results and classroom observation data, the author finds that teachers’ lack of the concept of context theory leads to the singleness and rigidity of vocabulary teaching methods and the lack of systematic teaching, which is also part of the reason why vocabulary teaching is difficult to achieve results.Table 3
The frequency distribution and proportion of context in each grade.
GradeOccurrence numberPercentage (%)Lexical contextGrammatical contextLinguistic contextContext of situationCultural contextGrade 191247046101Grade 2124339615931Grade 316443120152720In total3791002863442152


### 3.3. The Analytical Framework of This Study

In view of the above reasons, this study attempts to take Chinese English majors as the research object, on the basis of learning from previous studies, the research paradigm of psychology and cognitive poetics of literary reading research theory.From the perspective of cognitive poetics interactive experience, a systematic empirical study is conducted on the interactive relationship between the foregrounding of English literature and the reading emotion and empathy ability of Chinese English majors, as shown in Figure2.Figure 2
Analytical framework.Because of this research only in the emotional dimension reading process, the selection of reading material and research is limited to bereavement (friends) subject, so the social capital in the real world to readers, directly or indirectly, to experience the sad mood experience is given priority to, supplemented by other related memory, each individual factors in the analysis framework of this study corresponding capital types as shown in Figure3.Figure 3
The type of capital that personalization factors correspond to.Figure4 further details the main benefits of emotional experience gained by readers at the three investment levels of primary, intermediate, and advanced. Harvest at the beginning of the investment, and the reader of the emotional benefits with aesthetic emotion is given priority to, including artistic charm and extraneous effect two dimensions. As the input expands, the reader’s emotional narrative becomes rather richer, including the experience of empathy and identity across borders (which, of course, can generate a degree of aesthetic feeling but do not focus on this frame).Figure 4
Emotional experience benefits of reading investment at all levels.


### 3.4. A Survey of the Methods Used by Teachers in Context Creation

As shown in Figure5, 57% of the students in the English class felt deeply that teachers often used multimedia to create context. Second, English songs are often used, and expressions, gestures, and objects account for 40%, 34%, and 32%, respectively, which shows that more than half of the students have a deep feeling of using multimedia to create context. Therefore, in primary school English classes, teachers are more inclined to use multimedia for teaching, and students have a strong interest in this creation method so as to improve students’ participation in class [4, 5].Figure 5
The main teaching methods in context creation.


### 3.5. Investigation on the Cooperative Form of Middle School Students in Context Creation

It can be seen from Figure6 that 47.2% of the students think that teachers sometimes organize group competitions, 37.5% think that teachers organize group competitions every time, 12% think that they seldom organize group competitions, and 3.4% think that they have never participated in group competitions in the process of creating the context in the primary English class [6].According to the survey results, teachers do not often use the form of group cooperation in teaching, and a small number of students think that there has never been a group competition. Through classroom observation, it is found that in English class, the group activities adopted by teachers in context teaching, such as group competitions, are simply to complete the teaching tasks and get close to the teaching objectives, and do not really reflect the significance and value of group cooperative learning [7, 8].Figure 6
Create a group competition for middle school students’ cooperation.


### 3.6. An Investigation of Teaching Language in Context Creation

As can be seen from Figure7, 34.6% of students believe that teachers teach in English, 40.9% believe that teachers sometimes teach in English, 14.9% believe that teachers occasionally teach in English, and 9.6% believe that English teachers never teach in English. From this, we can see that most teachers use a combination of Chinese and English in class and do not use all English classes. In the process of setting up the context, teaching in the language with its own advantages will have a subtle influence on students, which is not conducive to the improvement of students’ pragmatic level in the real context [9].Figure 7
Teaching language in context creation.


### 3.7. Teaching Evaluation Feedback in Context Creation

The teaching evaluation feedback in context creation is shown in Table4.Table 4
The way teachers encourage.
OftenSometimesNeverNumber of people865726percentage (%)41.629.812.3


### 3.8. A Survey of Students’ Preference for the Forms of Activities in Context Creation

As shown in Figure8, question 15 of the questionnaire is about the investigation of students’ preference for the form of teaching activities in context creation. According to the survey, students’ favorite teaching activities are playing English games, listening to the teacher, taking notes, acting out the dialogue with the teacher or classmates, acting out the characters in the textbook, etc. In contrast, less popular forms of instructional activities were pattern writing, reciting a text, writing independently, and describing something in English [10]. It can be seen that influenced by the cognitive level of primary school students, not only colorful and interesting classroom activities but also the pleasure generated by cooperative learning with their peers can stimulate students’ interest. It is also an easy way for students to accept. Some students choose the form of listening to the teacher and taking notes by themselves, which largely shows that students are passive in learning and their autonomy in learning needs to be strengthened.Figure 8
Students’ favorite English teaching activities.19.2% of the students chose to express themselves in writing according to the model essays, and 23.6% chose to recite the text. From the survey results, it can be seen that reciting the text and adhering to the textbook, which are mechanical forms of activities, are not popular with students.Therefore, teachers should also consider the flexibility of context in the process of creating context, which is not limited to textbooks but related to the actual life of students [5, 11].


### 3.9. Study Design

The exploration of schema theory and reading comprehension in the previous chapters provides theoretical and practical support for this part. This chapter conducts a specific research design according to the research purpose, mainly from five aspects: research questions, research objects, research tools, research process, and data collection and analysis [12].


### 3.10. Research Questions

Based on schema theory and reading theory, this study aims to verify the English reading comprehension problems existing in senior high school students from three aspects of language schema, content schema, and formal schema. This paper analyzes the causes of students’ reading comprehension disorders from the two aspects of teachers’ teaching and students’ learning and then puts forward countermeasures to reduce reading comprehension disorders. The specific research questions are as follows:(1)
What are the obstacles in students’ English reading comprehension? Which aspects did the specific performance happen?(2)
What are the causes of these reading comprehension problems?(3)
What are the countermeasures to reduce English reading comprehension barriers of high school students?


### 3.11. Object of Study

This paper randomly selects six ordinary classes from the second grade of our school to carry out a questionnaire survey, including four science classes (including two classes taught by the author) and two liberal arts classes. A total of 330 questionnaires were sent out, and 320 valid questionnaires were recovered, with an effective recovery rate of about 96.97%. Among the valid questionnaires, 205 were from science class and 115 were from arts class. In the second year of senior high school, the author has been teaching since senior high school, so he is familiar with students’ English learning status and can easily obtain students’ English test scores, which is conducive to this research. As shown in Figure9, students finish the arts and science division at the end of the second semester of grade one, and finish the high school academic proficiency test at the end of the second semester of grade two, basically completing the learning of basic English knowledge in high school. In the past two years of high school English learning, I have formed my own English reading habits and achieved relatively stable scores, which not only ensures that students have enough time to cooperate with the completion of this research but also makes the research results relatively representative in our school [10, 13].Figure 9
Proportion of population.


### 3.12. Research Tool

#### 3.12.1. Questionnaire

The questionnaire was designed based on the schema theory and the six elements of the core literacy of English subject proposed by the General High School English Curriculum Standard (2017) subject context type language knowledge and cultural knowledge language skills and learning strategies, and combined with the actual situation of English reading comprehension of students in li first middle school. According to the classification of schema in schema theory, language schema, content schema, and formal schema are used to formulate the reading comprehension problems of senior high school students. Meanwhile, factors affecting reading comprehension such as reading motivation, reading habit, emotional attitude, and reading strategy are also taken into account [14]. In order to facilitate the classification and presentation of the questionnaire, the content of the questionnaire is divided into two parts: linguistic barrier and non-linguistic barrier. The linguistic barrier refers to the barrier in the basic knowledge of English language; the non-verbal disorder refers to the disorder that other factors besides language knowledge affect students’ reading comprehension speed and accuracy, usually including lack of background cultural knowledge, lack of reading motivation, poor reading psychological and emotional factors and reading motivation, and inability to use reading skills. In addition to the basic information of students and the basic situation of English reading, a total of 40 questions in the dyslexia survey were designed according to the five-level Likert scale. The options were categorized into five levels based on how much the students agreed with the problem descriptions: strongly disagree, disagree, not necessarily agree, and strongly agree [15, 16]. The first part of the questionnaire is related to language impairment, which includes four aspects: vocabulary, grammar, theme, and discourse style. Each aspect is explored with several small questions, a total of 19 questions; the second part is related to non-verbal disorders, including cultural background, psychological and emotional factors, reading motivation, reading habits, reading skills and strategies, and a total of 21 questions [17, 18]. In order to ensure that the questionnaire could reflect the existing reading comprehension disorders of students in a relatively real and comprehensive way, the author designed the questions based on the reference of relevant literature and then modified the questions repeatedly. Finally, the reliability of the questionnaire was measured with SPSS25.0 as the standardized Cronbach α coefficient: 0.878. Reliability analysis is used to study quantitative data, especially the answers to the questions on the attitude scale are reliable and accurate, which is greater than 0.8. Therefore, the reliability of the research data is of high quality and data analysis can be carried out, as shown in Table 5.Table 5
Reliability analysis of questionnaire.
Types of reading comprehension disordersDimensionalityQuestion numberCronbach∂ coefficientDyslexiaVocabulary1–40.878Grammar5–8Theme9–10Discourse style11–19Non-verbal disordersCultural background20–25Psychoaffective factor26–31Read the winter32–33Reading habit34Reading skills and strategies35–40In order to analyze whether each research item in the questionnaire is reasonable and meaningful, the structural validity analysis method is used in validity analysis. The structural validity refers to the corresponding relationship between measurement items and measurement dimensions. There are two measurement methods: One is exploratory factor analysis and the other is confirmatory factor analysis. There are two measurement methods: One is exploratory factor analysis and the other is confirmatory factor analysis. KMO is mainly used in the factor analysis of multivariate statistics. The value is between 0 and 1, and the closer the KMO value is to 1, the stronger the correlation between variables [19]. As can be seen from Table 6, KMO and Bartlett tests were used to verify the validity of the questionnaire. The KMO value was 0.835, greater than 0.8, indicating that the validity of the research data was very good and the data results could be analyzed [20].Table 6
Structural validity analysis table.
KM0 and Bartlett testKMO value0.835Bartlett sphericity testThe approximate chi-square4600.464df990P Value0.000


## 3.1. Design Research

(1)
The research objects are shown in Table1.(2)
Interview outlineThe interview survey method is to understand teachers’ understanding and application of context theory. It can well collect teachers’ inner thoughts and solve the details that the author wants to master. The teachers answered the questions in a relatively relaxed and pleasant atmosphere. The interview questions were as follows: Do you have some understanding of context or context theory? If so, what do you think of context or context theory? Compared with traditional vocabulary teaching, what do you think are the advantages and disadvantages of vocabulary teaching based on context theory?


## 3.2. Classroom Observation and Analysis

Table2 shows the total number and proportion of contexts after statistics, from which we can see that all kinds of contexts appear and the cardinality is considerable, but the proportion of each part is different. Next, the author will talk about two features of the data observed in class. The first feature is that lexical context appears most frequently, while cultural context appears rarely, forming two poles. It is understandable that vocabulary context is used so many times, and the proportion of 75% is sufficient to show teachers’ attention to vocabulary learning because teachers believe that English learning needs to be based on vocabulary. However, cultural context accounted for a worrying 1%. The use of situational context is conducive to vocabulary acquisition, and the proportion of 4% in the chart reflects to some extent that teachers do not pay enough attention to situational context and do not have a rich choice of teaching methods, which is also one of the root causes for the difficulty in improving the teaching effect of words.Table 2
Statistical table of context times.
Context typesOccurrence numberPercentage (%)Vocabulary context28675Grammatical context349Linguistic context4211Context of situation154Cultural context21In total379100Table3 shows the frequency of occurrence and proportion of context in each grade. As shown in the table, the frequency and proportion of context use in grade 1, grade 2, and grade 3 are increasing, and the use of other categories of context is also increasing year by year except the use of situational context. Among them, the decrease of situational context year by year is related to the curriculum standards, which emphasize listening and speaking ability training in the seventh grade. Grades 8 and 9 focus on reading skills. The creation of the situation is the best way to cultivate listening and speaking ability, so teachers are more likely to teach through situational communication. However, what the teacher neglects is that situational context can be used not only for the cultivation of listening and speaking ability but also for the understanding and memorization of words. For example, when teachers are teaching items related to classroom nouns, they can use the items in front of them to facilitate artificial and substantive connections between the icons that students already have in their minds and the new words. Therefore, teachers’ function fixation on situational context affects teachers’ choice of situational teaching and makes word teaching lack of vitality. To sum up, by analyzing the interview survey results and classroom observation data, the author finds that teachers’ lack of the concept of context theory leads to the singleness and rigidity of vocabulary teaching methods and the lack of systematic teaching, which is also part of the reason why vocabulary teaching is difficult to achieve results.Table 3
The frequency distribution and proportion of context in each grade.
GradeOccurrence numberPercentage (%)Lexical contextGrammatical contextLinguistic contextContext of situationCultural contextGrade 191247046101Grade 2124339615931Grade 316443120152720In total3791002863442152


## 3.3. The Analytical Framework of This Study

In view of the above reasons, this study attempts to take Chinese English majors as the research object, on the basis of learning from previous studies, the research paradigm of psychology and cognitive poetics of literary reading research theory.From the perspective of cognitive poetics interactive experience, a systematic empirical study is conducted on the interactive relationship between the foregrounding of English literature and the reading emotion and empathy ability of Chinese English majors, as shown in Figure2.Figure 2
Analytical framework.Because of this research only in the emotional dimension reading process, the selection of reading material and research is limited to bereavement (friends) subject, so the social capital in the real world to readers, directly or indirectly, to experience the sad mood experience is given priority to, supplemented by other related memory, each individual factors in the analysis framework of this study corresponding capital types as shown in Figure3.Figure 3
The type of capital that personalization factors correspond to.Figure4 further details the main benefits of emotional experience gained by readers at the three investment levels of primary, intermediate, and advanced. Harvest at the beginning of the investment, and the reader of the emotional benefits with aesthetic emotion is given priority to, including artistic charm and extraneous effect two dimensions. As the input expands, the reader’s emotional narrative becomes rather richer, including the experience of empathy and identity across borders (which, of course, can generate a degree of aesthetic feeling but do not focus on this frame).Figure 4
Emotional experience benefits of reading investment at all levels.


## 3.4. A Survey of the Methods Used by Teachers in Context Creation

As shown in Figure5, 57% of the students in the English class felt deeply that teachers often used multimedia to create context. Second, English songs are often used, and expressions, gestures, and objects account for 40%, 34%, and 32%, respectively, which shows that more than half of the students have a deep feeling of using multimedia to create context. Therefore, in primary school English classes, teachers are more inclined to use multimedia for teaching, and students have a strong interest in this creation method so as to improve students’ participation in class [4, 5].Figure 5
The main teaching methods in context creation.


## 3.5. Investigation on the Cooperative Form of Middle School Students in Context Creation

It can be seen from Figure6 that 47.2% of the students think that teachers sometimes organize group competitions, 37.5% think that teachers organize group competitions every time, 12% think that they seldom organize group competitions, and 3.4% think that they have never participated in group competitions in the process of creating the context in the primary English class [6].According to the survey results, teachers do not often use the form of group cooperation in teaching, and a small number of students think that there has never been a group competition. Through classroom observation, it is found that in English class, the group activities adopted by teachers in context teaching, such as group competitions, are simply to complete the teaching tasks and get close to the teaching objectives, and do not really reflect the significance and value of group cooperative learning [7, 8].Figure 6
Create a group competition for middle school students’ cooperation.


## 3.6. An Investigation of Teaching Language in Context Creation

As can be seen from Figure7, 34.6% of students believe that teachers teach in English, 40.9% believe that teachers sometimes teach in English, 14.9% believe that teachers occasionally teach in English, and 9.6% believe that English teachers never teach in English. From this, we can see that most teachers use a combination of Chinese and English in class and do not use all English classes. In the process of setting up the context, teaching in the language with its own advantages will have a subtle influence on students, which is not conducive to the improvement of students’ pragmatic level in the real context [9].Figure 7
Teaching language in context creation.


## 3.7. Teaching Evaluation Feedback in Context Creation

The teaching evaluation feedback in context creation is shown in Table4.Table 4
The way teachers encourage.
OftenSometimesNeverNumber of people865726percentage (%)41.629.812.3


## 3.8. A Survey of Students’ Preference for the Forms of Activities in Context Creation

As shown in Figure8, question 15 of the questionnaire is about the investigation of students’ preference for the form of teaching activities in context creation. According to the survey, students’ favorite teaching activities are playing English games, listening to the teacher, taking notes, acting out the dialogue with the teacher or classmates, acting out the characters in the textbook, etc. In contrast, less popular forms of instructional activities were pattern writing, reciting a text, writing independently, and describing something in English [10]. It can be seen that influenced by the cognitive level of primary school students, not only colorful and interesting classroom activities but also the pleasure generated by cooperative learning with their peers can stimulate students’ interest. It is also an easy way for students to accept. Some students choose the form of listening to the teacher and taking notes by themselves, which largely shows that students are passive in learning and their autonomy in learning needs to be strengthened.Figure 8
Students’ favorite English teaching activities.19.2% of the students chose to express themselves in writing according to the model essays, and 23.6% chose to recite the text. From the survey results, it can be seen that reciting the text and adhering to the textbook, which are mechanical forms of activities, are not popular with students.Therefore, teachers should also consider the flexibility of context in the process of creating context, which is not limited to textbooks but related to the actual life of students [5, 11].


## 3.9. Study Design

The exploration of schema theory and reading comprehension in the previous chapters provides theoretical and practical support for this part. This chapter conducts a specific research design according to the research purpose, mainly from five aspects: research questions, research objects, research tools, research process, and data collection and analysis [12].


## 3.10. Research Questions

Based on schema theory and reading theory, this study aims to verify the English reading comprehension problems existing in senior high school students from three aspects of language schema, content schema, and formal schema. This paper analyzes the causes of students’ reading comprehension disorders from the two aspects of teachers’ teaching and students’ learning and then puts forward countermeasures to reduce reading comprehension disorders. The specific research questions are as follows:(1)
What are the obstacles in students’ English reading comprehension? Which aspects did the specific performance happen?(2)
What are the causes of these reading comprehension problems?(3)
What are the countermeasures to reduce English reading comprehension barriers of high school students?


## 3.11. Object of Study

This paper randomly selects six ordinary classes from the second grade of our school to carry out a questionnaire survey, including four science classes (including two classes taught by the author) and two liberal arts classes. A total of 330 questionnaires were sent out, and 320 valid questionnaires were recovered, with an effective recovery rate of about 96.97%. Among the valid questionnaires, 205 were from science class and 115 were from arts class. In the second year of senior high school, the author has been teaching since senior high school, so he is familiar with students’ English learning status and can easily obtain students’ English test scores, which is conducive to this research. As shown in Figure9, students finish the arts and science division at the end of the second semester of grade one, and finish the high school academic proficiency test at the end of the second semester of grade two, basically completing the learning of basic English knowledge in high school. In the past two years of high school English learning, I have formed my own English reading habits and achieved relatively stable scores, which not only ensures that students have enough time to cooperate with the completion of this research but also makes the research results relatively representative in our school [10, 13].Figure 9
Proportion of population.


## 3.12. Research Tool

### 3.12.1. Questionnaire

The questionnaire was designed based on the schema theory and the six elements of the core literacy of English subject proposed by the General High School English Curriculum Standard (2017) subject context type language knowledge and cultural knowledge language skills and learning strategies, and combined with the actual situation of English reading comprehension of students in li first middle school. According to the classification of schema in schema theory, language schema, content schema, and formal schema are used to formulate the reading comprehension problems of senior high school students. Meanwhile, factors affecting reading comprehension such as reading motivation, reading habit, emotional attitude, and reading strategy are also taken into account [14]. In order to facilitate the classification and presentation of the questionnaire, the content of the questionnaire is divided into two parts: linguistic barrier and non-linguistic barrier. The linguistic barrier refers to the barrier in the basic knowledge of English language; the non-verbal disorder refers to the disorder that other factors besides language knowledge affect students’ reading comprehension speed and accuracy, usually including lack of background cultural knowledge, lack of reading motivation, poor reading psychological and emotional factors and reading motivation, and inability to use reading skills. In addition to the basic information of students and the basic situation of English reading, a total of 40 questions in the dyslexia survey were designed according to the five-level Likert scale. The options were categorized into five levels based on how much the students agreed with the problem descriptions: strongly disagree, disagree, not necessarily agree, and strongly agree [15, 16]. The first part of the questionnaire is related to language impairment, which includes four aspects: vocabulary, grammar, theme, and discourse style. Each aspect is explored with several small questions, a total of 19 questions; the second part is related to non-verbal disorders, including cultural background, psychological and emotional factors, reading motivation, reading habits, reading skills and strategies, and a total of 21 questions [17, 18]. In order to ensure that the questionnaire could reflect the existing reading comprehension disorders of students in a relatively real and comprehensive way, the author designed the questions based on the reference of relevant literature and then modified the questions repeatedly. Finally, the reliability of the questionnaire was measured with SPSS25.0 as the standardized Cronbach α coefficient: 0.878. Reliability analysis is used to study quantitative data, especially the answers to the questions on the attitude scale are reliable and accurate, which is greater than 0.8. Therefore, the reliability of the research data is of high quality and data analysis can be carried out, as shown in Table 5.Table 5
Reliability analysis of questionnaire.
Types of reading comprehension disordersDimensionalityQuestion numberCronbach∂ coefficientDyslexiaVocabulary1–40.878Grammar5–8Theme9–10Discourse style11–19Non-verbal disordersCultural background20–25Psychoaffective factor26–31Read the winter32–33Reading habit34Reading skills and strategies35–40In order to analyze whether each research item in the questionnaire is reasonable and meaningful, the structural validity analysis method is used in validity analysis. The structural validity refers to the corresponding relationship between measurement items and measurement dimensions. There are two measurement methods: One is exploratory factor analysis and the other is confirmatory factor analysis. There are two measurement methods: One is exploratory factor analysis and the other is confirmatory factor analysis. KMO is mainly used in the factor analysis of multivariate statistics. The value is between 0 and 1, and the closer the KMO value is to 1, the stronger the correlation between variables [19]. As can be seen from Table 6, KMO and Bartlett tests were used to verify the validity of the questionnaire. The KMO value was 0.835, greater than 0.8, indicating that the validity of the research data was very good and the data results could be analyzed [20].Table 6
Structural validity analysis table.
KM0 and Bartlett testKMO value0.835Bartlett sphericity testThe approximate chi-square4600.464df990P Value0.000


## 3.12.1. Questionnaire

The questionnaire was designed based on the schema theory and the six elements of the core literacy of English subject proposed by the General High School English Curriculum Standard (2017) subject context type language knowledge and cultural knowledge language skills and learning strategies, and combined with the actual situation of English reading comprehension of students in li first middle school. According to the classification of schema in schema theory, language schema, content schema, and formal schema are used to formulate the reading comprehension problems of senior high school students. Meanwhile, factors affecting reading comprehension such as reading motivation, reading habit, emotional attitude, and reading strategy are also taken into account [14]. In order to facilitate the classification and presentation of the questionnaire, the content of the questionnaire is divided into two parts: linguistic barrier and non-linguistic barrier. The linguistic barrier refers to the barrier in the basic knowledge of English language; the non-verbal disorder refers to the disorder that other factors besides language knowledge affect students’ reading comprehension speed and accuracy, usually including lack of background cultural knowledge, lack of reading motivation, poor reading psychological and emotional factors and reading motivation, and inability to use reading skills. In addition to the basic information of students and the basic situation of English reading, a total of 40 questions in the dyslexia survey were designed according to the five-level Likert scale. The options were categorized into five levels based on how much the students agreed with the problem descriptions: strongly disagree, disagree, not necessarily agree, and strongly agree [15, 16]. The first part of the questionnaire is related to language impairment, which includes four aspects: vocabulary, grammar, theme, and discourse style. Each aspect is explored with several small questions, a total of 19 questions; the second part is related to non-verbal disorders, including cultural background, psychological and emotional factors, reading motivation, reading habits, reading skills and strategies, and a total of 21 questions [17, 18]. In order to ensure that the questionnaire could reflect the existing reading comprehension disorders of students in a relatively real and comprehensive way, the author designed the questions based on the reference of relevant literature and then modified the questions repeatedly. Finally, the reliability of the questionnaire was measured with SPSS25.0 as the standardized Cronbach α coefficient: 0.878. Reliability analysis is used to study quantitative data, especially the answers to the questions on the attitude scale are reliable and accurate, which is greater than 0.8. Therefore, the reliability of the research data is of high quality and data analysis can be carried out, as shown in Table 5.Table 5
Reliability analysis of questionnaire.
Types of reading comprehension disordersDimensionalityQuestion numberCronbach∂ coefficientDyslexiaVocabulary1–40.878Grammar5–8Theme9–10Discourse style11–19Non-verbal disordersCultural background20–25Psychoaffective factor26–31Read the winter32–33Reading habit34Reading skills and strategies35–40In order to analyze whether each research item in the questionnaire is reasonable and meaningful, the structural validity analysis method is used in validity analysis. The structural validity refers to the corresponding relationship between measurement items and measurement dimensions. There are two measurement methods: One is exploratory factor analysis and the other is confirmatory factor analysis. There are two measurement methods: One is exploratory factor analysis and the other is confirmatory factor analysis. KMO is mainly used in the factor analysis of multivariate statistics. The value is between 0 and 1, and the closer the KMO value is to 1, the stronger the correlation between variables [19]. As can be seen from Table 6, KMO and Bartlett tests were used to verify the validity of the questionnaire. The KMO value was 0.835, greater than 0.8, indicating that the validity of the research data was very good and the data results could be analyzed [20].Table 6
Structural validity analysis table.
KM0 and Bartlett testKMO value0.835Bartlett sphericity testThe approximate chi-square4600.464df990P Value0.000


## 4. Data Analysis and Discussion

Through the questionnaire survey and interview of the research object, collect the relevant data information and use Excel and other tools to classify the data and statistics, according to the formula arrangement and combination:Pmn=m!/m−n! and n people are selected from n to arrange; Cmn=m!/n!m−n! and n people are selected from m to combine.SPSS25.0 was used to analyze the English reading comprehension barriers of grade two students in Songming No.1 Middle School, analyze the causes of these barriers, and finally put forward specific and feasible strategies to reduce students’ English reading comprehension barriers.∩i=1∞Ai=∪i=1∞Ai¯,A∪B=A∩B,A∩B=A∪B Analyze the dimensions of different questions according to the answers to the questions,(1)P∪i=1∞Ai=∑i=1∞PAi,Ω=ω1,ω2,…ωn,Pω1=Pω2=⋯Pωn=1n,PA=ω1∪ω2∪…∪ωm=Pω1+Pω2+⋯+Pωm=mn.In the analysis of the questionnaire, the five options were scored as 1, 2, 3, 4, and 5. According to the design of each item in different dimensions, except for questions 16–19, the higher the score of other items, the larger the obstacle is, and the lower the obstacle is [21, 22].


### 4.1. Investigation and Analysis of Students’ English Reading Basic Situation

At the beginning of the questionnaire on English reading comprehension disorders of senior high school students, the author set four questions to understand some basic information about English reading of grade 2 students in Songming County No.1 Middle School. The answers of students to the four questions are analyzed in Table7 and Figure 10.Table 7
English reading interest survey statistics.
X/YLikeAdd upDislikeAdd upMale/human science14 (23.73%)4345 (76.27%)74Male/science29 (28.16%)73.46%74 (71.84%)26.54%Female/human science20 (35.71%)8136 (64.29%)77Female/science64 (59.80%)51.27%41 (40.20%)48.73%Figure 10
Investigation and analysis of Students’ Interest in English reading.As can be seen from Table7 and Figure 10, students are generally not interested in English reading. Through specific analysis, science students are more interested in English reading than liberal arts students. 43.90% of science students like English reading, while only 29.57% of liberal arts students like English reading. In terms of gender, girls like English reading more than boys and 51.27% of girls like English reading, while only 26.54% of boys like English reading, which is consistent with the popular view that boys are not interested in English reading [23]. As the saying goes, interest is the best teacher. Teachers should pay attention to stimulate and cultivate students’ interest in English reading from different class types and gender perspectives in teaching so that students can devote time and energy to English reading and improve their English reading ability.It can be seen from Table8 that 95.00% of the students can realize the importance of English reading in high school learning, while only 5.00% of the students think that English reading is not important in high school learning. English reading comprehension is one of the most important aspects of the basic skills in language and can be seen from the reform of college entrance examination English examination paper in recent years, to substantially increase the proportion of English reading comprehension test and students’ focus on English reading comprehension, and can stimulate students’ learning motivation so as to help students improve their English reading comprehension.Table 8
A survey of the Importance of English reading.
X/YSignificantInsignificantAdd upMale148 (91.36%)14 (8.64%)162Female156 (98.73%)2 (1.27%)158Add up304 (95.00%)16 (5.00%)320It can be seen from Figure11 that 19.06% of the students who participated in the questionnaire hardly did any English reading every day, and we often hear complaints from front-line teachers: Many students are not willing to do reading comprehension in daily homework or in English exams. They just choose A, B, C, D randomly in order to complete the task. These data confirm teachers’ guess of students’ English reading time that 58.13% of them spend about half an hour in English reading every day. It can be seen from the data that these students can understand English reading and finish the exercises in the prescribed time. Less than 10% of students read in English for an hour every day. Reading in English is a prerequisite for improving reading comprehension. Both English language knowledge and language skills can only be truly improved in the process of reading. Therefore, less English reading time is also one of the reasons for students’ English reading comprehension problems.Figure 11
Survey of students’ Daily English reading time.As can be seen from Figure12, only 2.2% of students think their English reading comprehension level is very good, while 52% think their English reading comprehension level is average, and as high as 45.8% think their English reading comprehension level is poor. It can be seen that there is a long way to go to improve students’ English reading comprehension.Figure 12
A survey of students’ English reading comprehension level.According to the analysis in Figure13, 69.21% of students are good at practical writing, 59.92% of students are good at narrative writing, 34.10% of students are good at argumentative reading, and 39.52% of students are good at expository reading. It can be seen from these data that students are most good at reading practical writing, followed by narrative writing, and least good at argumentative writing, followed by expository writing. In terms of arts and sciences, liberal arts students are better than liberal arts students in reading comprehension of the other three genres except expository text.Figure 13
Analysis of students’ reading of four basic English styles.


### 4.2. Conclusion of the Analysis

There are linguistic and non-linguistic barriers in students’ English reading comprehension, including lexical barriers, grammatical barriers, thematic barriers, discourse barriers, stylistic barriers, cultural background barriers, reading habits barriers, and reading strategies and skills barriers.The reasons of high school students’ English reading comprehension disorders include the reasons of teachers’ teaching and students’ learning. The reasons for teachers’ teaching include the following: the deviation of English reading teaching objectives, the single and outdated teaching content and methods of reading; paying too much attention to students’ English reading comprehension results and ignoring their reading experience, teachers’ teaching theories and methods are insufficient, and lack of effective ability to guide students’ reading methods and skills. The reasons for students’ learning include the following: lack of interest in English reading and lack of learning motivation, incorrect English learning methods and low learning efficiency, and lack of understanding and attention to English reading skills and strategies. Through the research, the author found the students’ English reading comprehension barriers, analyzed the causes, and finally put forward the corresponding countermeasures for these reading comprehension barriers and the formation of the reasons. It is hoped to provide some reference for English teachers to improve reading teaching and students’ reading comprehension ability.


## 4.1. Investigation and Analysis of Students’ English Reading Basic Situation

At the beginning of the questionnaire on English reading comprehension disorders of senior high school students, the author set four questions to understand some basic information about English reading of grade 2 students in Songming County No.1 Middle School. The answers of students to the four questions are analyzed in Table7 and Figure 10.Table 7
English reading interest survey statistics.
X/YLikeAdd upDislikeAdd upMale/human science14 (23.73%)4345 (76.27%)74Male/science29 (28.16%)73.46%74 (71.84%)26.54%Female/human science20 (35.71%)8136 (64.29%)77Female/science64 (59.80%)51.27%41 (40.20%)48.73%Figure 10
Investigation and analysis of Students’ Interest in English reading.As can be seen from Table7 and Figure 10, students are generally not interested in English reading. Through specific analysis, science students are more interested in English reading than liberal arts students. 43.90% of science students like English reading, while only 29.57% of liberal arts students like English reading. In terms of gender, girls like English reading more than boys and 51.27% of girls like English reading, while only 26.54% of boys like English reading, which is consistent with the popular view that boys are not interested in English reading [23]. As the saying goes, interest is the best teacher. Teachers should pay attention to stimulate and cultivate students’ interest in English reading from different class types and gender perspectives in teaching so that students can devote time and energy to English reading and improve their English reading ability.It can be seen from Table8 that 95.00% of the students can realize the importance of English reading in high school learning, while only 5.00% of the students think that English reading is not important in high school learning. English reading comprehension is one of the most important aspects of the basic skills in language and can be seen from the reform of college entrance examination English examination paper in recent years, to substantially increase the proportion of English reading comprehension test and students’ focus on English reading comprehension, and can stimulate students’ learning motivation so as to help students improve their English reading comprehension.Table 8
A survey of the Importance of English reading.
X/YSignificantInsignificantAdd upMale148 (91.36%)14 (8.64%)162Female156 (98.73%)2 (1.27%)158Add up304 (95.00%)16 (5.00%)320It can be seen from Figure11 that 19.06% of the students who participated in the questionnaire hardly did any English reading every day, and we often hear complaints from front-line teachers: Many students are not willing to do reading comprehension in daily homework or in English exams. They just choose A, B, C, D randomly in order to complete the task. These data confirm teachers’ guess of students’ English reading time that 58.13% of them spend about half an hour in English reading every day. It can be seen from the data that these students can understand English reading and finish the exercises in the prescribed time. Less than 10% of students read in English for an hour every day. Reading in English is a prerequisite for improving reading comprehension. Both English language knowledge and language skills can only be truly improved in the process of reading. Therefore, less English reading time is also one of the reasons for students’ English reading comprehension problems.Figure 11
Survey of students’ Daily English reading time.As can be seen from Figure12, only 2.2% of students think their English reading comprehension level is very good, while 52% think their English reading comprehension level is average, and as high as 45.8% think their English reading comprehension level is poor. It can be seen that there is a long way to go to improve students’ English reading comprehension.Figure 12
A survey of students’ English reading comprehension level.According to the analysis in Figure13, 69.21% of students are good at practical writing, 59.92% of students are good at narrative writing, 34.10% of students are good at argumentative reading, and 39.52% of students are good at expository reading. It can be seen from these data that students are most good at reading practical writing, followed by narrative writing, and least good at argumentative writing, followed by expository writing. In terms of arts and sciences, liberal arts students are better than liberal arts students in reading comprehension of the other three genres except expository text.Figure 13
Analysis of students’ reading of four basic English styles.


## 4.2. Conclusion of the Analysis

There are linguistic and non-linguistic barriers in students’ English reading comprehension, including lexical barriers, grammatical barriers, thematic barriers, discourse barriers, stylistic barriers, cultural background barriers, reading habits barriers, and reading strategies and skills barriers.The reasons of high school students’ English reading comprehension disorders include the reasons of teachers’ teaching and students’ learning. The reasons for teachers’ teaching include the following: the deviation of English reading teaching objectives, the single and outdated teaching content and methods of reading; paying too much attention to students’ English reading comprehension results and ignoring their reading experience, teachers’ teaching theories and methods are insufficient, and lack of effective ability to guide students’ reading methods and skills. The reasons for students’ learning include the following: lack of interest in English reading and lack of learning motivation, incorrect English learning methods and low learning efficiency, and lack of understanding and attention to English reading skills and strategies. Through the research, the author found the students’ English reading comprehension barriers, analyzed the causes, and finally put forward the corresponding countermeasures for these reading comprehension barriers and the formation of the reasons. It is hoped to provide some reference for English teachers to improve reading teaching and students’ reading comprehension ability.


## 5. Conclusion

When teachers choose language context to carry out teaching activities, they need to take the actual situation of students as the premise, which requires teachers to have a deep understanding of students, communicate with them, and further master their personality and experience as well as their current grasp of English. Otherwise, students will feel pressure and reject it. This will violate the original intention of the teacher’s design at that time, and it will also have the opposite effect on students. Therefore, when teachers explain vocabulary to students, they need to set it strictly in accordance with the actual situation of students. The layered teaching method can be used to gradually transition from simple to difficult mode so that students can gradually adapt to it. The case used in this paper involves a small scope, so it has great limitations and one-sidedness, which is also the biggest defect of this paper. In addition, due to the limited understanding and weak strength of the author in this field, there are many deficiencies in the research process. Nevertheless, I still hope to provide some help to others in the future research and also hope that China’s education development can be better and better.



---

*Source: 6833203-2022-08-31.xml*