A Research On The Influence Of ESA Model Based On Thematic Context On English Reading Learning Of High School Students

High school English reading class has rich cultural significance of English education and plays an important role in the all-round development of students.Cultivating students’ discourse comprehension ability in English reading courses is a key manifestation of following the development of students’ core literacy of English subjects,and the New Curriculum Standards point out that thematic context has a positive impact on the depth of students’ discourse comprehension.Thematic context is an element proposed in the 2017 edition of the New Curriculum Standards.It has three major contexts: human and self,human and society,and human and nature.It mainly provides topic scope and meaning context,that is,the scope of the topic and the meaning of the topic.ESA model was first proposed by British education and teaching expert Jeremy Harmer.The model has three elements,including Engage,Study and Activate.The three elements complement each other and take students as the main body of learning activities.In addition,this model can also combine listening,speaking,reading and writing to effectively improve students’ comprehensive language ability.Guided by thematic context,this study applies the ESA model to high school English reading,aiming to explore the effect of the model on students’ English reading motivation,learning strategy use and English reading comprehension ability.The research questions are as follows:1.What effects does the ESA model based on thematic context have on improving students’ English reading motivation?2.What effects does the ESA model based on thematic context have on promoting students’ use of reading strategies?3.What effects does the ESA model based on thematic context have on improving students’ English reading comprehension ability?The author took 90 students in two classes of the high school in Yingkou City,Liaoning Province as the research object.They were separated into experimental class and control class.The experiment lasts for one semester,and the experimental class adopts the ESA model based on thematic context.The main research methods are questionnaire method,interview method and test method.Through the investigation of two classes in the teaching period,the data is organized,and SPSS 26.0 is used to analyze the data to give reference for the research.After discussing and analyzing the data,the main conclusions are drawn:（1）This model has a significant effect on improving students’ interest in English reading and broaden students’ enthusiasm for English learning;（2）This model plays a key role in promoting students’ usage of more reading strategies,and improves the use of affective strategies,cognitive strategies and communication strategies.（3）After comparing the reading comprehension test scores before and after the two classes,the author finds that the academic performance of two classes have improved,but the improvement of the experimental class is larger,which shows that this model has a positive impact on improving students’ English reading comprehension ability.