An Empirical Study On The ESA Teaching Model In High School English Reading Teachin

With the progression of time and the advancement of society,English has become an international language and been widely used in the world.However,in China,English reading has always been a challenge for high school students,the following problems in English teaching,such as the abstraction of language subject,teacher-led traditional teaching mode and the lack of effective means to mobilize students’ learning enthusiasm and participate in class.In the 1990 s,the renowned British English educator Jeremy announced a book.ESA stands for Engage,Study,and Activate.This flexible curriculum type,based on students,is widely used in the language teaching field,but there is little research on its application in high school English reading classroom teaching.To investigate the impact of the ESA teaching mode on high school English reading learning,the study adopts language input and output hypotheses and constructivism.It takes two classes of X city second-year students as research objects,using test,questionnaire survey,and interview method to explore the following two questions: firstly,an the ESA teaching mode better stimulate students’ motivation for English reading? secondly,Can the ESA teaching mode improve students’ English reading grades? In order to verify the above problems,the author selected two classes in grade two of high school to carry out a one-semester experiment,among which class 1 was the experimental class and class 2 was the control class.By means of experimental comparison,this paper analyzes the specific influence of ESA teaching mode on reading motivation and reading achievement of high school students in English reading teaching.In the early stage of the experiment,questionnaire pre-test and English test paper pre-test were conducted on the two classes respectively,and the analysis of research data showed that there was no significant difference between the two class reading motivation and reading achievement before the experiment.In the middle stage of the experiment,this study conducted a three-month reading teaching experiment in two classes.Class 1 adopted the ESA teaching model of English reading teaching,and Class 2 adopted the grammar translation teaching method.In the later stage of the experiment,the research conclusions were reached through unified questionnaire post-test and English paper post-test for students in the two classes,and the research conclusions were further verified by interviews.This study shows that: firstly,under the application of ESA teaching mode,the English reading motivation of students in the experimental class has been better stimulated,which is specifically manifested in the aspects of high participation in classroom activities and enhanced learning initiative.Secondly,after adopting the ESA teaching model,the reading comprehension ability and reading methods of students in the experimental class have been effectively improved,and their English reading scores have been significantly improved.