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【Abstract】Owing to the influence of the exam-oriented education， many junior middle school students in less developed region of Northwest in China pay more attention to the reading in the classroom. Due to this， the thesis adopts questionnaire method to do the survey. Based on the serious analysis and some theories， the author puts forward to some practical suggestions from three aspects of school， teachers and parents.
【Key words】junior middle school students； extracurricular English reading； status and causes； countermeasures
Ⅰ. Results and analysis
1.1 Analysis of the questionnaire
The questionnaire mainly investigate from three aspects. By analyzing the results seriously， the author finds that the extracurricular English reading status of junior middle school students mainly has the following problems and analyses the causes.
1.2 Results from the questionnaire
1. （A 6.12% B 44.90% C 48.98% D 0.00% ）
2. （A12.24% B 75.52% C 10.20% D2.04%）
3. （A 0.00% B 12.25% C 83.67% D4.08% ）
4. （ A 30.61% B53.06% C 16.33% D 0.00% ）
5. （A 10.21% B 67.35% C 12.24% D 10.20% ）
6. （A 61.22% B 24.49% C 6.13% D 8.16% ）
7. （ A 20.41% B 63.27% C 2.04% D 14.28% ）
8. （A 57.15% B 22.45% C 12.24% D 8.16%）
9. （A 14.29% B 14.28% C 0.00% D 71.43% ）
10. （A 20.41% B 22.45% C 18.36% D 38.78% ）
II. Problems and causes
2.1 Lacking reading interest and impetus
Interest is the best teacher. According to the survey， 48.98% of the students dislike extracurricular English reading while only 12% of the students like it very much.Besides， 38.78% of the students like reading books on the weekend. Those parents who show positive attitudes to it less than 50%. Without parents’ support students are probably not to show positive attitude to it. what’s more， students lack initiative and self-discipline.
2.2 Lacking reading amounts and time
The investigation shows that 61.22% of the students read less than four books each semester and 8.16% of the students read nothing. 83.67% of the students like reading fairy tales books but only 4.08% of the students like reading classics.The reasons are that the Tibetan students’ English level makes them feel hard to read English books. Moreover， their heavy learning task also stops them from reading .
2.3 Lacking reading environment and books
An effective extracurricular reading needs a good reading environment. According to the thesis， only 8.16% families collect books and schools set no reading classes. And 57.15% of the books are bought by students and only 22.45% of the books are borrowed from the library.The reasons on one hand are that the parents lack the reading awareness. On the other hand， teachers spend a lot of their time on helping the students with their school task and provide students no reading books. III. Countermeasures
3.1 Encouraging parents and teachers to change their concepts
A person’ abilities in a great sense are decided by his reading ability. However， the students and parents have not realized the importance of the after class reading. To solve the problem，school should hold parents meeting regularly and teachers should give parents some positive feedback brought by after class reading of their children to change the biases of the parents to reading.
3.2 Helping to choose reading materials and giving enough time
The reading quality is guaranteed by the good reading materials. Teachers should guide the students to choose the books according to their age and psychological characteristics and they should guide students reading the classics both home and abroad . Besides， enough time also should be given to cultivate students’ reading ability.
3.3 Making the combination of writing with reading
In the process of English learning， reading and writing are inseparable.So the combination of extracurricular reading and writing is a good method to check the students’ reading ability. If teachers arranged a composition entitled A Book I Like Best that will encourage students to read. By doing this student’s extracurricular reading amounts can be also increased. As the saying goes shoot two hawks with one arrow.
Ⅳ.Conclusion
Reading as a platform to enrich knowledge and self-improvement has received much attention from all over the world. However the reading status is not optimistic， especially in the Tibetan Middle School. So the author hopes the thesis can help the students improve their reading situation and let them enjoy more fun from it.
References：
[1]Krashen，The Input Hypothesis：Issues and Implication[M].London：Longman，1985.
【Key words】junior middle school students； extracurricular English reading； status and causes； countermeasures
Ⅰ. Results and analysis
1.1 Analysis of the questionnaire
The questionnaire mainly investigate from three aspects. By analyzing the results seriously， the author finds that the extracurricular English reading status of junior middle school students mainly has the following problems and analyses the causes.
1.2 Results from the questionnaire
1. （A 6.12% B 44.90% C 48.98% D 0.00% ）
2. （A12.24% B 75.52% C 10.20% D2.04%）
3. （A 0.00% B 12.25% C 83.67% D4.08% ）
4. （ A 30.61% B53.06% C 16.33% D 0.00% ）
5. （A 10.21% B 67.35% C 12.24% D 10.20% ）
6. （A 61.22% B 24.49% C 6.13% D 8.16% ）
7. （ A 20.41% B 63.27% C 2.04% D 14.28% ）
8. （A 57.15% B 22.45% C 12.24% D 8.16%）
9. （A 14.29% B 14.28% C 0.00% D 71.43% ）
10. （A 20.41% B 22.45% C 18.36% D 38.78% ）
II. Problems and causes
2.1 Lacking reading interest and impetus
Interest is the best teacher. According to the survey， 48.98% of the students dislike extracurricular English reading while only 12% of the students like it very much.Besides， 38.78% of the students like reading books on the weekend. Those parents who show positive attitudes to it less than 50%. Without parents’ support students are probably not to show positive attitude to it. what’s more， students lack initiative and self-discipline.
2.2 Lacking reading amounts and time
The investigation shows that 61.22% of the students read less than four books each semester and 8.16% of the students read nothing. 83.67% of the students like reading fairy tales books but only 4.08% of the students like reading classics.The reasons are that the Tibetan students’ English level makes them feel hard to read English books. Moreover， their heavy learning task also stops them from reading .
2.3 Lacking reading environment and books
An effective extracurricular reading needs a good reading environment. According to the thesis， only 8.16% families collect books and schools set no reading classes. And 57.15% of the books are bought by students and only 22.45% of the books are borrowed from the library.The reasons on one hand are that the parents lack the reading awareness. On the other hand， teachers spend a lot of their time on helping the students with their school task and provide students no reading books. III. Countermeasures
3.1 Encouraging parents and teachers to change their concepts
A person’ abilities in a great sense are decided by his reading ability. However， the students and parents have not realized the importance of the after class reading. To solve the problem，school should hold parents meeting regularly and teachers should give parents some positive feedback brought by after class reading of their children to change the biases of the parents to reading.
3.2 Helping to choose reading materials and giving enough time
The reading quality is guaranteed by the good reading materials. Teachers should guide the students to choose the books according to their age and psychological characteristics and they should guide students reading the classics both home and abroad . Besides， enough time also should be given to cultivate students’ reading ability.
3.3 Making the combination of writing with reading
In the process of English learning， reading and writing are inseparable.So the combination of extracurricular reading and writing is a good method to check the students’ reading ability. If teachers arranged a composition entitled A Book I Like Best that will encourage students to read. By doing this student’s extracurricular reading amounts can be also increased. As the saying goes shoot two hawks with one arrow.
Ⅳ.Conclusion
Reading as a platform to enrich knowledge and self-improvement has received much attention from all over the world. However the reading status is not optimistic， especially in the Tibetan Middle School. So the author hopes the thesis can help the students improve their reading situation and let them enjoy more fun from it.
References：
[1]Krashen，The Input Hypothesis：Issues and Implication[M].London：Longman，1985.