Quantitative Analysis Based on English Reading Process Model in High School Classes

Abstract

The aim of this paper is to examine how English reading classes are taught, by using English reading process model for quantitative analysis, and to describe how English reading classes are organized according to these data. Three English classes, which the level of student’s English and textbooks used were the same but were taught by different teachers, were analyzed. The analyses revealed that every class had two things in common. First, about 30% of all utterances consisted of vocabulary instruction in a one-hour class. Second, two-thirds of all utterances consisted of instruction for lower-level skills. Lower-level skills include word recognition, grammatical knowledge, and semantic-proposition encoding. These data suggested that teachers thought that implicit instruction of vocabulary and lower level skills was important and effective for high school students. In addition, these data showed that reading classes were not always developed by bottom-up process and translation was not the main activity in a reading class.