Abstract

This study takes the task-based approach to English reading teaching as the entry point and explores its role in fostering high school students’ English subject literacy through research methods such as questionnaire surveys and teaching experiments. The results indicate that compared to traditional teaching methods, task-based English reading teaching can better cultivate students’ comprehensive English application abilities and enhance the level of subject literacy, especially showing significant effects on the integrated training of language knowledge and discourse ability. There is a positive correlation between students’ English reading ability and subject literacy. The study proposes targeted strategies for English reading teaching to promote the development of subject literacy. This research provides theoretical basis and practical pathways for promoting task-based English reading teaching reform and achieving literacy-oriented teaching goals.

This work is licensed under a Creative Commons Attribution 4.0 License.