A Research On "i+1" Remedial Teaching Based On Diagnostic Assessment In Senior High School English Reading Teaching

The English Curriculum Standards for Senior High Schools(2017 Edition)advocates that great attention should be paid to the development of the core literacy of students’ English subject.In addition,teaching should meet the personalized and diversified learning and development needs of students.English reading,as a vital way of furnishing students with language input,plays a key role in English teaching,which is one of the effective ways to cultivate students’ core literacy.However,in the traditional “one-size-fits-all”reading teaching class,teachers can’t pay sufficient attention to the individuals with different reading abilities.Therefore,the outcome of the overall English reading teaching is not satisfying.According to Krashen’s comprehensible input,the input to which learners are exposed adequately should be slightly beyond their current level of language competence,that is“i+1”.Stratified reading teaching is a teaching mode developed on the basis of Krashen’s comprehensible input,which requires teachers to design different tasks according to individual differences in students’ reading ability to improve the quality and efficiency of reading teaching.However,in the traditional stratified reading teaching,mainly based on students’ English reading scores,teachers tend to ignore that students with the same scores in reading may perform differently in their reading micro-skills.Through a glance to prior literature at home and abroad,it is easy to find that the application of diagnostic assessment in teaching has gained special attention in recent years,but it has not been extensively applied to high school English teaching,especially in rural areas.Moreover,there are rare experiments combining diagnostic assessment with comprehensible input in high school English reading teaching.Therefore,guided by Krashen’s comprehensible input,the author conducted an empirical study with the application of Udig,a diagnostic assessment tool,aiming to find out the influence of “i+1” remedial teaching based on stratified reading teaching according to students’ weaknesses of reading micro-skills on high school students’ English reading ability.The research questions are listed below:(1)What is the impact of stratified reading teaching based on diagnostic assessment on students’ enthusiasm for English reading?(2)How does the “i+1” remedial teaching for students’ weaknesses of reading micro-skills affect students’ reading abilities?The experiment lasted for 4 months,whose research subjects were 93 students in total,coming from two parallel classes of Grade One in a high school in Chaoyang District,Shantou City,Guangdong Province.The research instruments includes tests,questionnaires and semi-structure interviews.In order to verify the effectiveness of teaching,a combination of quantitative and qualitative methods was adopted to analyze the collected data.The results of the experiment indicates that the implementation of stratified teaching based on diagnostic assessment can not only meet the reading needs of students with different weaknesses of reading micro-skills,but also play a positive role in students’ reading interest and reading ability.After the experiment,the following enlightenment is put forward.On one hand,diagnostic assessment tool should be applied in teaching to improve the teaching efficiency.On the other hand,it is necessary for teachers to learn more second language teaching theories to better serve future teaching.At the end of the paper,the author also points out the shortcomings of this study and gives the recommendations for further improvement,hoping to provide ideas for future researches on reading teaching.