Application Of Implicit Graded Teaching Pattern To English Writing In Senior High School

English writing plays an important role in common communication as well as in the English examination of college entrance examination.However,English writing is often neglected,the development of students at different levels has not taken into account,and one-size-fits-all approach is adopted by teachers in traditional English writing class,As a result,students have little interest in English writing,and without grasping output strategies in the process of English learning.Therefore,an effective pattern should be adopted to improve the traditional model.Implicit graded teaching pattern is a form of graded teaching pattern,it is based on such theories as “Mastery learning theory”,“Zone of proximal development”,“Language input hypothesis”,and“Optimization of teaching process theory”.The implicit graded teaching pattern is to meet the needs of students by using objective gradation,activities gradation,assignment gradation,and homework gradation.However,in the current research on English writing,there are two main problems.Firstly,most scholars study the influence of a certain pattern on students’ performance,but ignore the research on students’ interests and strategies.Secondly,there are few studies combining the implicit graded teaching pattern with specific cases,and there is a lack of empirical research on this pattern.To examine the effective results of using specific writing pattern in English teaching,this paper focuses on the application of the implicit graded teaching pattern to English writing teaching on senior high school.The research questions are as follows.1.What are the effects of using implicit graded teaching pattern instead of traditional English writing teaching pattern on developing the senior high school students’ interest in English writing?2.What effect does the implicit graded teaching pattern have on the students’ English writing performance in senior high school? Which level of students is most affected?3.How does the implicit graded teaching pattern improve the writing output strategies of high school students?The experiment takes place at No.1 Middle School of Nan Chong and lasts for a semester.The experimental subjects were Class 10 and Class 24 of Grade 9 with a total of 131 students.During four-month period,the two classes were taught English writing by the author,who divided them into the experimental Class and the control class.The implicit graded teaching pattern is applied to experimental class,while traditional English writing pattern is used in the control class.In the experimental class,the author divides students into three levels of ABC in terms of their performance,interest,and attitude.The author adopts tests,questionnaires and interviews to explore three research questions.SPSS25 is used to analyze the data of students after adopting implicit stratification teaching.The independent sample T-test was used to test the comparison of student achievement and output strategies in the questionnaire between the two classes.Paired sample T-test was used to detect the change of students’ achievement in experimental class and control class respectively,and the change of students’ achievement in different levels in the experimental class.Finally,the author also records interviews between teachers and students as a powerful supplement to this study.Through analysis and discussion,the findings are as follows.First of all,compared with the traditional teaching mode,the implicit graded teaching pattern can stimulate students’ interest in learning writing.Secondly,it can effectively improve students’ performance,especially works for the students at the C level since they presents obvious improvement in their writing performance.Finally,the implicit graded teaching pattern can promote the improvement of students’ output strategies to a certain extent.