Experience-Oriented Teaching Practice in Senior High School English Reading

Abstract

Senior high school English reading instruction is often dominated by skill-oriented approaches that emphasize reading comprehension performance while overlooking students’ experiential engagement with texts. Grounded in the Vygotskian concept of perezhivanie, reading development can be understood as a process of experiential transformation in which cognitive interpretation and emotional involvement are dynamically integrated. From this perspective, a three-dimensional Deep Experience framework is proposed, consisting of situational immersion, affective-cognitive integration, and dialogic re-signification. The framework illustrates how reading may evolve from initial situational engagement with texts to the internal restructuring of meaning. Building upon this framework, a set of experience-oriented pedagogical strategies is articulated to support reading instruction mediated by meaningful situations and dialogic interaction. By shifting attention from reading outcomes to experiential mechanisms, this perspective offers a theoretical pathway to reorient senior high school English reading instruction toward meaning generation and developmental learning.