英语论文网

本文是一篇英语阅读论文，本文建议在初中英语阅读教学中应根据学生的英语水平来使用图形组织器。即在经过图形组织器的训练后，高水平的学生适合自主构建。而中低水平的学生仍需要师生共同构建的模式，待经过较长时间的练习后，可以逐渐改为教师引导学生自主构建。

Chapter One Introduction

1.1 Research Background

The world has entered an'era of images'due to the rapid development ofinformation and media technologies,and the multi-modal symbols represented byvisual symbols have replaced the fundamental role of linguistic text symbols in theconstruction of meaning.In this context,The English Curriculum Standards forCompulsory Education(2022 Edition)(hereafter referred to as'English CurriculumStandards')include a new skill,'viewing.'Viewing refers to the skill of usinggraphics,tables,animations,symbols,and videos in multi-modal discourse tounderstand the meaning.

The addition of'viewing'as a new language skill to the English curriculumrepresents a renewal and reversal of the long-standing text-centered perspective oflanguage and language education held by language teachers.The teaching materials,learning environment,educational goals,and teaching methods have all undergonesubstantial modifications.It's not only in line with the development trend of thedigital media era but also an objective requirement for the training of future languagespecialists(Wu,2021).

Improving students'English proficiency depends heavily on reading instruction,which is an essential component of junior high school English instruction becausereading has a favorable effect on vocabulary,listening,speaking,and writing abilities,as well as improving reading comprehension.Reading is crucial because studies usinglarge corpora regularly reveal that written texts have a greater lexical diversity thanspoken ones(Horst,Marlise,2005).

1.2 Research Purpose

This study aims to examine the effectiveness of using graphic organizers onjunior high school students’reading comprehension ability based on researchbackground and teaching status.The study uses graphic organizers to help studentsachieve the goal of structured knowledge,which can improve the current situation ofEnglish reading comprehension instruction and enhance junior high school students'reading skills.It also offers new ideas for teaching English reading in junior highschool and strategies for teachers to analyze discourse and plan lessons.

Chapter Two Literature Review

2.1 Key Terms

Reading comprehension and graphic organizers are two terms to be explained inthis section.Reading comprehension is a complex mental process where the readerinteracts with the text and author.The question of how a reader comprehends a text isdefined differently.So,the following will be discussed in detail.Following that,thegraphic organizer strategy will be explained.Graphic organizers are visual thinkingmaps.So,they are used widely in society as information-organizing tools and inschools as teaching tools.In this paper,'graphic organizers'is a reading strategy usedin reading comprehension instruction.

2.1.1 Reading Comprehension

Reading comprehension is defined as'intentional thinking during which meaningis constructed through interactions between text and reader'(Harris&Hodges,1995).Therefore,when readers engage in intentional,problem-solving thinking processes,they extract meaning from the text.It is a mental process that requires readers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。