Volume 29, Issue 2
DOI: 10.24205/03276716.2020.362
INFLUENCE OF CONDITIONED EMOTIONAL RESPONSE INTERVENTION ON ENGLISH READING ABILITY OF COLLEGE STUDENTS
Abstract
The teaching of English reading is a process of conditioned emotional response intervention (CERI). This paper mainly explores how CERI influences the English reading ability of college students. Specifically, a control experiment was carried out on freshmen in class 2002 from a university in China. The subjects were divided into three groups. The first group received both English reading skill training and CERI; the second group was only subjected to English reading skill training; the third group was taught in normal mode without any intervention. Before and after the experiment, the students in each group were evaluated through an English reading comprehension test, a questionnaire survey on the level of CERI, and an assessment against a learning self-monitoring scale. The results show that the first group of students made the most obvious progress in English reading ability. The research results lay the basis for developing effective psychological intervention methods for English learners in colleges.
Keywords
Conditioned Emotional Response Intervention (CERI), English Reading Ability, Reading Activities, College Students.