本文是一篇英语教学论文，笔者通过研究发现，窄式阅读有利于高中英语阅读教学，可以提高学生的英语阅读兴趣和阅读能力。首先，窄式阅读有助于学生提高阅读流畅性和词汇理解能力，通过多次重复阅读同一篇文章，学生可以更深入地理解和记忆文本内容。其次，窄式阅读能够帮助学生积累背景知识，增强对特定文章主题的掌握，进而提升阅读质量。最后，窄式阅读还能够提升学生的阅读兴趣和积极性，使他们更加投入地参与到英语阅读中。
Chapter One Introduction
1.1 Research Background
Under the new curriculum standards, the importance of English reading has become more and more prominent. The importance of reading English is reflected in many aspects, including expanding vocabulary, improving grammar, expanding thinking capacity, improving language skills, enhancing cultural awareness, and cultivating reading habits. The General Senior High School English Curriculum Standards (2017 Edition, revised in 2020) requires students to read no less than 1,500 words per week (no less than 45,000 words in the compulsory course stage) in terms of compulsory comprehension skills, and no less than 2,500 words per week (no less than 100,000 words in the optional compulsory course stage) in terms of optional and compulsory comprehension skills. Reading is an important part of senior high school English teaching, and teachers should strengthen the cultivation of students’ English reading ability.
However, senior high schools English reading teaching continues to face various challenges and quandaries. Firstly, from the perspective of teaching content and methods, there is a disconnect between senior high school English reading teaching and society. The content of the teaching is limited to the textbooks and lacks real-life connections, making it difficult for students to apply what they have learned to real-life situations. At the same time, teachers pay too much attention to the explanation of vocabulary and grammar knowledge in teaching, and ignore the introduction of the overall structure and background knowledge of the article, which makes it difficult for students to understand the full text. Secondly, there are some prominent problems in the current teaching of English reading, such as boring and monolithic teaching methods.
1.2 Research Purpose
Conventional English reading teaching focuses on the explanation of grammar and vocabulary, and ignores the cultivation of students’ reading ability, resulting in students’ lack of reading interest and independent reading ability. In addition, for senior high school English reading, there is no fixed selection standard for the reading materials, and teachers do not give students proper reading guidance, which makes students’ reading ability stagnant.
Reflecting on the present state of teaching English reading, this study implements a narrow reading approach in senior high school English instruction, seeking to investigate how narrow reading affects senior high school students’ interest and reading skills in English, and to establish a foundation and reference for future research.
Chapter Two Literature Review
2.1 Narrow Reading
Narrow reading, proposed by Krashen (1981), refers to the strategy of readers reading texts or books on the same topic, the same genre, or the same author in a short period of time, to improve their reading ability. Krashen continued to explain the scientific and advanced nature of the strategy in “The Case for Narrow Reading”. First, when reading several parallel texts, readers can repeatedly contact the core vocabulary with distinct thematic, and promote the incidental vocabulary acquisition; At the same time, the same theme or genre determines the similarity of cultural knowledge background, grammatical structure, etc., and readers will largely feel that the reading resistance becomes less when reading the second or even the third parallel text, the reading speed is improved, and the understanding and expression ability of the target language is greatly improved. In addition, narrow reading can also stimulate interest in reading, making the reading process easier and more interesting, and students are more willing to read spontaneously.
2.2 Related Studies Aboard
In recent years, many scho
