Volume 29, Issue 2
DOI: 10.24205/03276716.2020.371
AN IMPROVED TEACHING MODEL FOR ENGLISH READING BASED ON LINGUISTIC PSYCHOLOGY
Abstract
Reading, an important source of language input, is of critical importance to English teaching. However, the traditional teaching model for English reading rarely considers the linguistic psychology of students. To improve the traditional model, this paper thoroughly analyzes the process of English reading based on the theories on linguistic psychology, and evaluates the traditional teaching model for English reading through tests on a group of students. On this basis, the factors of linguistic psychology were integrated with the traditional model, creating an improved teaching model for English reading. Through contrastive simulation, the author demonstrated that the students educated by the improved model achieved 35% higher reading ability and efficiency than those educated by the traditional model, and witnessed improvements in terms of linguistic knowledge and cognitive reaction. The research results provide a good reference for the development of innovative teaching models for college English education in China.
Keywords
Linguistic Psychology, Psychological Process, English Reading, College Students.