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4 Results and Discussion
When visiting the extensive reading classes, the author observes that the class is mainly controlled by the teacher, and the main task of students is accepting and digesting the knowledge of textbook from the teacher. The teacher reads the book, analyzes some difficult words and sentences sometimes, while the students only listen and take notes. The author even doubt whether they are listening carefully, because the classroom atmosphere is inactive. Obviously, this single teaching model cannot offer a satisfactory teaching environment in which the students not the teacher play the role of the leader in class.
Next, the data from questionnaires and interviews provides more comprehensive and objective information for the author.
4.1 Overall View on Cognition of Innovation Capability and Extensive Reading
In part A of the questionnaire, most of the questions are designed to acquire the students’ perception of the innovation capability, understanding of Extensive Reading, and their view about the relationship between them.
As to the first question, no one says that they think that innovation is the expertise of inventor, expert, postgraduate or doctor. This shows that the students can correctly cognize that innovation is not the unique genius of inventor or expert, and it can be done by everyone. But they have no clear definition of innovation, which is found during the interview by the author.