2.2 Problem analysis

In my teaching, the problem identified was very common in my colleagues’ classes and it’s really a serious problem as well. I deeply think over my problem and draw some conclusions as the following:

Firstly, some of the students have poor vocabulary. This is the main cause that makes the students feel so difficult while doing reading comprehension.

Secondly, some students didn’t have some proper methods to overcome the barrier of the unknown words while reading.

Thirdly, most of the students have such heavy homework assignment after class that they do not have enough time to deal with the problem of poor reading as well as form good habits of reading English. Thus, their ability of dealing with some unknown words in the passage hasn’t got improved yet.

The problem has long been troubling my students and me and now I make up my mind to find a solution to the problem. In my study, I used two methods of analysis.

 

2.2.1 Analytic method

I find that as junior middle school students, most of my students lack of enough words. Only a few students have comparable higher level of English. That’s why most of my students find it difficult to understand the meaning in the context when there are many unknown words and phrases.

However, my colleagues’ students who are in the same grade do not have this problem. Therefore, I think that my problem is primarily caused by myself. Probably I do not care about the reading skill that I should teach them.

 

2.2.2 Cause Analysis

The teacher’s side—that is myself.

Is it because I always told my students the meanings of the new words whenever they come across some? Maybe.

Is it because I did not teach them how to use a reading skill to guess the meaning of he new words in specific situation? Possibly Yes.

Is it because I pay too much attention on reciting the context but not give the students enough reading material to pactise? Possibly Yes.

The students’ side.

Is it because my students felt boring to remember the words? Maybe.

Is it because my students were used to looking up the new words they encountered when they were reading? Maybe.

Is it because my students don’t have enough vocabulary? Possibly yes.

Is it because my students don’t know how to apply a reading skill to guess the meaning of the unknown words? Possibly yes.

Is it because my students cannot choose the suitable meaning from among those different meanings of a word? Maybe.

The provided reading material.

Sometimes, maybe the reading material contains too many new words, which is beyond their ability so they find it difficult. 

Through these analysis I think that teaching my students the reading skill-understanding the gist of a passage may help my students to work out the meaning of unknown words and phrases from context.

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