1、BySupervisor:Assoc.Prof.*UniversityApril 2020An Empirical Study of the Effects on Students English Reading of Applying Stratified Teaching to English Theme-based Extended Reading in Junior High SchoolsB y A n E m p i r i c a l S t u d y o f t h e E fWhy?How?What?ResearchWh y?H o w?Wh a t?R e s e a r
2、 c hOutlineO u t l i n eWhy did I choose this topic for my study?higher standard is required in the current junior school English curriculum reformthe importance of English reading experience and English reading abilitythe problem existed in the current English theme-based extended reading teaching
3、Wh y d i d I c h o o s e t h i s t o p i c f o2.2 The related researches of stratified teaching abroad and at home Cohen&Lotan(1995);Ye(2003);Lawrence(2004);Christison(1996);Grabe(1991);Wu(2006);Zheng(2016);Gao(2000);Fu,Yue&Li(2016);etc.the key and direction of the present study were pointed out2.3
4、The related researches of applying stratified teaching to English reading abroad and at homeNunan(1999);Anderson(2003);Huang(2010);Zhu(2012);Chen(2012);Zhong(2017);He(2018);Lv(2018);Cai(2019);etc.Innovative points of this thesis:1.using the stratified teaching model in the theme-based extended readi
5、ng 2.explore the effect of applying stratified teaching to theme-based extended reading and the effects on students English reading.Literature review2.2 T h e r e l a t e d r e s e a r c h e s o f Research purpose and significance of the studyStudy the influence on junior high school students Englis
6、h ability and English experience of applying stratified teaching to English theme-based extended readingso as to 1)Further explore and improve the stratified teaching mode and theory which is suitable for English theme-based extended reading class and Chinas education conditions.2)Provides some new
7、ideas for the improvement of English reading ability and English reading experience of junior high school students.R e s e a r c h p u r p o s e a n d s i g n i f i cResearch questionsIs it possible for the junior high school students to better improve the English reading ability by using stratified
8、 teaching in theme-based extended reading?Compared with the conventional English reading teaching mode,can the use of stratified teaching in theme-based extended reading better improve the students English reading experience?R e s e a r c h q u e s t i o n s I s i t p o s s i bSubjectsInstrumentsDat
9、e Collection Research DesignH o w d i d I d o i t?S u b j e c t s I n s t rResearch subjectsControl class50 students in Grade NineExperimental class50 students in Grade NineR e s e a r c h s u b j e c t s C o n t r o l c l a s sStratified teaching stepsS t r a t i f i e d t e a c h i n g s t e p sRe
10、ading Materials SelectionReading materials selection RelevanceFunLifeProgressiveR e a d i n g Ma t e r i a l s S P S S R e a d i n g Instruments Question-nairesTestsInterviewSPSSI n s t r u m e n t s S P S S I n s t r u m e n t s Q u eDate collection1.A questionnaire was distributed to 100 students
11、in the two groups;100 students in Experiment Class and Control Class were required to complete the pre-test in order to investigate whether both classes were equivalent in previous reading.2.An interview was designed to deeply understand the students changes in reading interest,attitudes,self-assess
12、ment and attitudes towards teaching brought by stratified teaching.3.Finally,after the experiment,the post-test and post-questionnaire were carried out.They were analyzed by SPSS.D a t e c o l l e c t i o n A q u e s t i o n n a i rWhatre the results?QuestionnairesTestsInterviewResearch QuestionsWh
13、a t r e t h e r e s u l t s?Q u e s t i o n n Table 5.1 Results of pre-questionnaire in EC and CCT h e r e w a s n o s i g n i f i c a n t difference in the English reading e x p e r i e n c e b e t w e e n t h e experimental and control class.Pre-questionnaire T a b l e 5.1 R e s u l t s o f p r e-
14、q u e sTable 5.2 Results of post-questionnaire in EC and CCThe English reading experience of the s t u d e n t s i n t h e experimental class has improved significantly.Post-questionnaireT a b l e 5.2 R e s u l t s o f p o s t-q u e sTable 5.9 Results of pre-test in EC and CCThere is no statisticall
15、y significant difference in the English reading scores of the two classes,and the reading levels of the two classes are comparable.The reading efficiency of two classes are c o m p a r a b l e.T h e implementation of this study is feasible.Pre-testT a b l e 5.9 R e s u l t s o f p r e-t e s t Table
16、5.11 Results of the EC and CC in the post-testThe reading ability of the experimental class is further improved than that of the control class.Reading efficiency of the experimental class students is much higher than that of the control class.We can conclude t h a t t h e a b i l i t y o f t h e exp
17、erimental class is further improved than that of the control class.Post-testT a b l e 5.1 1 R e s u l t s o f t h e E C aTable 5.13 Results of EC between pre-test and post-testThere is a significant difference between the pre-test and post-test results of students in the experimental class.T a b l e
18、 5.1 3 R e s u l t s o f E C b e t w eTable 5.15 Results of CC between pre-test and post-testThere is no significant difference in the reading results of the control class.T a b l e 5.1 5 R e s u l t s o f C C b e t w e Major findings Ma j o r f i n d i n g sPedagogical implicationsP e d a g o g i c
19、 a l i m p l i c a t i o n s Limitations of the study L i m i t a t i o n s o f t h e s t u d ySuggestions for future researchFirstly,teachers must prepare lessons carefully,communicate with students frequently,pay attention to classroom observation,and summarize experience.Secondly,the theme-based extended reading material must be selected,and the theme-based extended reading material should be funny;relevance;life;progressive.S u g g e s t i o n s f o r f u t u r e r e s e a r cThank you for your attention!T h a n k y o u f o r y o u r a t t e n t i o n!
