An Experimental Study Of ESA Teaching Model In Senior High School English Reading Teaching

Reading is a creative input process,which helps people to obtain information,enriches English knowledge.Since the 20 th century,the researches on English reading teaching have shifted from focusing on reading results to reading process,which shows that it has payed more attention to how to learn English rather than how to teach English(Ellis,1994).In the reading process,learners' motivation,participation,and their autonomy have an important influence on learning effect.However,in the current reading teaching,students are often in a passive learning state: low reading motivation and low reading efficiency.Therefore,in senior reading teaching,it is very necessary to adopt efficient reading teaching model and methods.In 1998,Harmer,a famous British educator,first put forward the ESA teaching model in his book How to teach English.He believes that there are three indispensable factors in classroom language teaching: Engage,Study and Activate.No matter what the teaching content is,the three elements are all indispensable.Through different arrangement and combination of the three elements,three different ESA patterns are created: Straight Arrows sequence,Boomerang sequence and Patchwork sequence.The model has been widely applied in foreign teaching fields.However,in China,many researches on ESA teaching model learning are still in the theoretical introduction stage,and few empirical studies have been carried out on the specific application of ESA teaching model.How to apply this model in English reading teaching practice flexibly has become an urgent matter.This study bases on an overview of ESA teaching model theory and research,through teaching experiments,to explore the impact of teaching model on senior high school English reading teaching.The following are the research questions:1.Is ESA teaching model effective in motivating senior high school English students in reading?2.Is ESA teaching model more effective in improving senior students' reading proficiency?In September 2018,the researcher conducted a teaching practice in Zhengding No.1Senior High School.This study conducted a questionnaire survey and teaching experiment in two parallel classes of the practice school.The pre-questionnaire and the post-questionnairewere used for analyzing whether the ESA teaching model can improve senior students' English reading motivation.Then the researcher chose one class as control class and the other as experimental class.The ESA teaching model was carried out in the experimental class during the four-month experiment.The researcher carefully collected data and used statistic software SPSS17.0 to compare and analyze the reading scores of the two tests in the experimental class,aiming to answer the second research question.After one semester's teaching experiment,the research findings showed that ESA teaching model can improve students' reading motivation obviously,and students played an active part in participating in reading learning and their reading proficiency have made obvious progress.Finally,the researcher also discussed the teaching implications and limitations in the research,hoping to provide reference for future research.