The Application Of Questioning Strategies Based On Implicit Graded Teaching In English Reading Class Of Senior High School

For senior high school students, English learning to a large extent depends on effective language input and output. As an important way of language input, reading plays a vital role for English learning. The New Curriculum Standard puts forward clear and strict requirements for senior high school students’ English reading ability. English reading class of senior high school, therefore, is gaining more and more attention. How to improve the learning efficiency of reading classes becomes a hot topic in the study of experts and teachers. As an important teaching method in reading class, questioning influences and even determines the quality of teaching and students’reading level.The traditional way of questioning tends to only focus on questions, ignoring the adjustment of questions in the process of classroom teaching and appropriate feedback to students’ answers. What’s more, after entering senior high school, students’ English level and ability have obvious differentiation. The same set of questions cannot meet the requirements of the whole class, or even hinder the improvement of some students’ reading ability. The purpose of this paper is to discuss the influence of questioning strategies based on implicit graded teaching on senior high school students’ English reading competence. This method is based on the reasonable grouping of the students. Different questioning strategies are used in the view of different groups’ reading ability, to achieve the purpose of getting the attention of all the students in the class and improving the classroom efficiency, so as to stimulate their motivation and interest in English learning.The thesis involves the research background, related theories and the relative research at home and abroad to make the comprehensive elaboration. On the accordance to the research and theories that have already made by former researchers, the author puts forward the following three research questions:1. What effects do questioning strategies based on implicit graded teaching have on students’ reading ability and their reading scores?2. What influence do questioning strategies based on implicit graded teaching have on students’ motivation in learning English reading?3. How could questioning strategies based on implicit graded teaching be used in English reading class of senior high school?The study was carried out in Xiaxian Senior Middle School. Two parallel classes, Class 4 and Class 5 in grade one were selected to be the subject of the experiment. The study lasted for half a term. Two questionnaires were done before and after the experiment to compare whether the experiment has made any influence on students’ motivation and interest in English. The reading part of mid-term English examination of the first term in 2015-2016 was adopted as the pre-test paper. On the basis of the scores of pre-test, the experimental class was divided into three groups implicitly. In the experiment, the teacher designed the reading class lessons by using different questioning strategies for different groups. While in the control class, traditional classroom questioning method was still used. The students’ reading score of final English examination of that semester was collected as the post-test result.After the experiment, by comparing the two questionnaires before and after experiment, it can be found that the motivation and interest in English of experimental class are obviously improved. The post-test scores of experimental class are significantly higher than control class. The study proves that the questioning strategies based on implicit graded teaching improve the students’ ability of reading comprehension. Thus it can be concluded that this method effectively improves the efficiency of the senior high school reading class, promotes the students’ reading ability and the motivation in English. The author hopes the study could give some help for theoretical research and teaching practice.