On Development of English Reading Teaching in China: A Literature Review (2003-2023)
DOI:
https://doi.org/10.58557/(ijeh).v4i1.205Keywords:
English Language Teaching,Reading Teaching,Literature ReviewAbstract
Reading is the foundation of mastering a language as well as a primary instrument to obtain information. Reading teaching has always been a hot topic in English language teaching (ELT). The present study sought to trace the characteristics of existing studies on English reading teaching in China. Based on research articles in the CNKI database collected by Chinese core journals and CSSCI in the past two decades, 603 studies on English reading teaching were selected and analyzed. Firstly, the Cite Space software is used to visualize the annual number of published papers, research hotspots and research trends. Subsequently, a detailed content analysis was conducted to distil and summarise the predominant research foci in English reading instruction in China over the past twenty years. The results show that the number of published papers on reading teaching research in China increases first and then fluctuates. The evolution of research topics is discerned to encompass three distinct stages and was influenced by prevailing educational policies. The research foci mainly include three aspects: English reading teaching modes, English reading teaching strategies and English reading ability. This comprehensive review aims to map out the current research landscape, shedding light on future scholarly inquiry in English reading teaching
References
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The modern language journal, 75(4), 460-472.
Chang Wanli. (2018). 5E English Reading Teaching for the development of thinking quality. Teaching and Management (34), 59-61.
Chen Huifen, Yin Lingxia.(2004). Schema theory and College English reading teaching. Nanjing Social Sciences (10),85-89.
Chen Jinshi. (2011). Interactive EFL reading teaching in a self-directed learning environment: A corpus-based approach to discourse information teaching. Foreign Language Field (05), 31-39.
Chen Shike. (2019). Practice of senior high school English Reading teaching based on the view of English learning activities. Basic Education Curriculum (14), 50-56.
Chen Yunxiang.(2005). Exploring a new perspective on foreign language reading teaching -- Implications of Michael Hoey's semantic unit relation theory on foreign language reading teaching. Foreign Language Teaching (02),56-60. doi:10.16362/j.cnki.cn61-1023/h.2005.02.013.
Cheng, Xiaotang & Chen, Pingping.(2019). The idea of an English Reading ability training and assessment system based on Big Data. Foreign Language Audio-visual Teaching (02),40-44+60.
Chong, B., & Tian, Z. (2022). Construction and Analysis of College English Teaching Path under the Multiple Network Teaching Environment and Credit System. Journal of Environmental and Public Health, 2022.
Cui Lihua. (2019). Integration of content, Language and thinking: A probe into the reform of junior high school English reading teaching. Shanghai Education and Research (11), 93-96+88. doi:10.16194/j.cnki.31-1059/g4.2019.11.021.
Dong Guijuan, Dong Wenfang & Wang Wenjing.(2013). Effective implementation of English reading fluency teaching. Chinese Journal of Education (07),55-58.
Dong Guijuan, Dong Wenfang & Wang Wenjing.(2013). Effective implementation of English reading fluency teaching. Chinese Journal of Education (07),55-58.
Fan Tingting & Zeng Yongqiang. (2019). Based on China's English reading ability diagnosis model of rating scales research. Chinese Language (03), 21-31. Doi: 10.13564 / j.carol carroll nki. Issn 1672-9382.2019.03.004.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence.
Fulgueras, M. J., & Bautista, J. (2020). Flipped classroom: its effects on ESL learners’ critical thinking and Reading comprehension levels. International Journal of Language and Literary Studies, 2(3), 257-270.
Ge Bingfang & Hong Li. (2018). A Study on English Reading Teaching for the improvement of thinking Quality. Course. Teaching materials. Teaching (11), 110-115. The doi: 10.19877 / j.carol carroll nki KCJCJF. 2018.11.017.
Ge Bingfang & Yin Jiahuan.(2020). Classroom teaching Practice of Reading based on Activity View of English Learning. Course. Teaching materials. Teaching (6), 102-108. The doi: 10.19877 / j.carol carroll nki KCJCJF. 2020.06.016.
Ge Bingfang. (2012). Reflections on the improvement strategies of senior high school English reading teaching. Course. Teaching materials. Teaching (02), 94-98. The doi: 10.19877 / j.carol carroll nki KCJCJF. 2012.02.015.
Ge Bingfang.(2018). Thinking Oriented teaching reversal: Reflections on the reading question types of Zhejiang Paper in June 2018 College Entrance Examination. Basic Education Curriculum (Z2),26-29.
Goodman, K.S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126–135.
Gu Min. (2014). Interpreting high school English reading texts with Mind mapping. Teaching and Management (13), 45-47.
Gu Xiaojing.(2013). The design of English reading guidance activities in senior high school from the perspective of schema theory. Teaching and Management (31),69-71.
Guo Yanzhi & Guo Ruizhi. (2007). TBLT in English Reading teaching. Journal of Shaanxi Normal University (Philosophy and Social Sciences Edition), 348-349.
Guo, L. (2018). Modeling the relationship of metacognitive knowledge, L1 reading ability, L2 language proficiency and L2 reading. Reading in a Foreign Language, 30(2), 209-231.
Han Yinyan. (2004). Adjustment of senior high school English reading teaching strategies in the context of new curriculum. Teaching and Management (16), 64-65.
Harrison, C. (2003). Understanding reading development. Understanding Reading Development, 1-216.
He Chunying & Pan Chunying.(2013). Application of Discourse model in College English Reading teaching: A case study of non-English majors in Harbin Cambridge University. Journal of Foreign Languages (05),119-123. doi:10.16263/j.cnki.23-1071/h.2013.05.029.
He, Xueqin. (2016). An empirical study on top-down task-based English reading teaching. Foreign Language Field (04), 82-88+96.
Hu Mingzhu. (2018). Design of high school English reading teaching problems under the goal of thinking quality. Teaching and Management (36), 108-110.
Huang Xueying.(2003). On the backward-effect of CET on reading teaching. Heilongjiang Higher Education Research (03),118-119.
Huang Yuanzhen. (2017). English teaching for thinking: from "must" to "may". In foreign language teaching of primary and secondary schools (high school), (7), 1-6.
Jiang Yinjian. (2016). An experimental study on the support of wechat public platform for English reading teaching. Foreign Language Audio-visual Teaching (03),58-63
Julie, C. (2005). Making sense of online text. Educational leadership.
Kang Hongbing. (2020). The theme of "1 + N" expand reading in English. Teaching and Management (19), 50-53.
Li Hong.(2004). Reading pattern theory and College English reading teaching. Journal of Southwest University for Nationalities (Humanities and Social Sciences Edition)(02),360-362.
Li Rui. (2011). Application of Task-based teaching method in college public English reading teaching. Educational Exploration (05), 51-52.
Li Sen. (2002). A new Approach to College English Reading Teaching: A genre-based approach. Foreign Language Field (05),60-63.
Lin, C. C., Lin, V., Liu, G. Z., Kou, X., Kulikova, A., & Lin, W. (2020). Mobile-assisted reading development: a review from the Activity Theory perspective. Computer Assisted Language Learning, 33(8), 833-864.
Liu, Huijun. (2004). The relationship between metacognitive strategies and English reading. Foreign Language and Foreign Language Teaching (12),24-26.
Liu, Z., & Huang, X. (2016). Reading on the move: A study of reading behavior of undergraduate smartphone users in China. Library & Information Science Research, 38(3), 235–242. https://doi.org/10.1016/j.lisr.2016.08.007
Lu Jing & Yang Min.(2020). A study on the effectiveness of scaffolding teaching in college English reading teaching. Chinese Higher Education (19),45-46.
Lu Mejia & Mou Weijiao.(2014). A study on the influence of multimodal teaching mode on college students' English Reading ability. China E-Education (12),129-132.
Lun Shuxin.(2015). English Reading teaching strategies in primary schools under Schema theory. Teaching and Management (21),105-107.
Ma Tiewei.(2007). The application of multimedia in college English reading teaching. Educational Exploration (08),128-129.
Ma Wulin & Chen Yu. (2008). A theoretical study on Mind map-assisted English discourse teaching in senior high school. Modern Educational Technology (03), 55-58.
Meng Yue. (2004). An experimental study on College English reading strategy training. Foreign Language and Foreign Language Teaching (02),24-27.
Ministry of Education . (2018) English Curriculum Standards for Senior High Schools (2017 edition). People's Education Press
Pan Liping. (2006). An experimental study on the teachability of metacognitive strategies in second language classroom reading. Foreign Language Teaching (01),49-54. doi:10.16362/j.cnki.cn61-1023/h.2006.01.010
Qi Guangying. (2008). College English Reading teaching strategies under the framework of schema theory. Heilongjiang Higher Education Research (05),186-188.
Qiao Yuling & Guo Liping.(2011). The application of PBL teaching method in College English reading teaching. Educational Theory and Practice (30),58-60.
Sad, S. N., Özer, N., Yakar, Ü., & Öztürk, F. (2022). Mobile or Hostile? Using Smartphones in Learning English as a Foreign Language. Computer Assisted Language Learning, 35, 1031-1057.
Schmar-Dobler, E. (2003). Reading on the internet: The link between literacy and technology. Journal of Adolescent and Adult Literacy, 47(1), 80–85.
Seburn, T. (2017). Learner-sourced visuals for deeper text engagement and conceptual comprehension. The image in English language teaching, 79-88.
Shen Jinkun. (2005). The application of Task-based teaching method in college English reading teaching. Chinese Adult Education (03), 67-68.
Shih, H. C. J., & Huang, S. H. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755-784.
Smith, F. (2012). Understanding reading: A psycholinguistic analysis of reading and learning to read. Routledge.
Sun Jing. (2018). Strategies for developing high school students' English reading thinking quality from the perspective of Core literacy. Educational Theory and Practice (32), 51-53.
Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2022). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 35(8), 1946-1974.
Wallace, C. (2017). Teaching critical literacy and language awareness. In The Routledge handbook of language awareness (pp. 124-140). Routledge.
Wang Huiping.(2010). Developing Multimodal reading ability in English Reading Teaching. Foreign Language Field (05),20-25+10.
Wang Lifei. (2017). Progressive teaching strategies for deep English reading. Teaching and Management (09), 113-115.
Wang Miao. (2011). Online English reading patterns based on dynamic systems theory. Foreign Language Field (02),43-49+64.
Wang Qiang & Ao Na Rentuya.(2015). The composition of foreign language reading literacy of primary and secondary school students and its teaching implications. Foreign Language Education in China (01),16-24+104.
Wang Qiang & Ao Na Rentuya.(2017). Approaches and methods of English picture book teaching in primary and secondary schools. Course. Teaching materials. Teaching (04), 68-73. The doi: 10.19877 / j.carol carroll nki KCJCJF. 2017.04.012.
Wang Yu. (2012). Application of interactive reading model in English reading teaching. Education and Careers (06),147-148. doi:10.13615/j.cnki.1004-3985.2012.06.017.
Wu Jing. (2006). An experimental analysis of English reading strategies and effects. Language Research (01),123-125.
Wu Lingjuan. (2014). A study on the effects of multimodal texts and college students' English Reading Comprehension. Modern Educational Technology (05),58-64.
Wu Qian & Wang Zhenping. (2018). English Reading teaching strategies based on Thinking aloud. Teaching and Management (15), 105-107.
Xi Xulin. (2009). English Reading teaching based on critical thinking. Chinese Adult Education (12), 132-133.
Xiao Han & Chen Da. (2018). A study on College English reading teaching model under the Flipped classroom model. Foreign Language (01), 147-154.
Xu Manfei & He Anping. (2016). Corpus technology promoting deep Reading teaching in English. Audio-visual Education in China (12), 87-90.
Yan Xianfeng. (2018). The value and realization of scaffolding English reading teaching. Teaching and Management (09),87-89.
Yang Pingping. (2017). Problems in the design of question chain in English reading teaching and their countermeasures. Teaching and Management (31), 60-62.
Yang Xiaohu & Zhang Wenpeng.(2002). A study on metacognition and English Reading comprehension of Chinese college students. Foreign Language Teaching and Research (03),213-218+240.
Yue Ruiling.(2014). Application of PBL in College English reading teaching. Contemporary Educational Science (13),63-64.
Zhang Fake, Zhao Ting. (2004). The application of cooperative learning theory to college English reading teaching. Foreign Language Field (06),46-51.
Zhang Jinxiu.(2018). An empirical study and enlightenment on cultivating Middle school students' English Reading literacy through graded reading. Course. Teaching materials. Teaching (7), 73-80. The doi: 10.19877 / j.carol carroll nki KCJCJF. 2018.07.012.
Zhang XianChen.(2009). Strengthening English Discourse teaching and Improving English Reading Efficiency. Course. Teaching materials. Teaching (06), 51-57, doi: 10.19877 / j.carol carroll nki KCJCJF. 2009.06.011.
Zhang Xiaoqin.(2008). Using the "scaffolding" theory to realize the transfer of supervision in English reading teaching. Shandong Foreign Language Teaching (03),83-88. doi:10.16482/j.sdwy37-1026.2008.03.020.
Zhang Yining.(2010). The combination of perceptual comprehension and rational analysis: A case study of College English Reading Teaching based on "ATE" reading model. Heilongjiang Higher Education Research (09),189-192.
Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26(4), 696-725.
Zhao Shouying & Wang Hongli.(2004). An experimental study on the application of schema theory in senior three English reading teaching. Educational Research and Experiments (02),68-72.
Zong Yun. (2010). Research on English Reading teaching strategies based on multimedia environment. Courses. Teaching materials. Teaching (02) 67-71. The doi: 10.19877 / j.carol carroll nki KCJCJF. 2010.02.014.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Yingkun Zhang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.