An Application Of Implicit Graded Instruction Mode In Word-Guessing Teacting Of English Reading In Senior High School

Nowadays, in senior high schools, students’ different abilities cause lots of confusion in English teaching. Some students have no interest and motivation, lack self-confidence, right attitude and good habits in English studying. Traditional teaching modes require teachers to offer the same teaching to different students. Students cannot study on their original basis. Therefore, traditional teaching modes cannot solve the problems in teaching. The implicit graded instruction mode requires teachers to show different teaching to different students. Students can study on their original basis. Thus, the confusion in the teaching gets resolved. In order to explore whether the implicit graded instruction mode is feasible in English teaching in senior high schools, the researcher has done an experiment.This research is implemented in No. 4 Middle School in Datong. Two classes are regarded as experimental participants. One is the experimental class(EC), the other is the control class(CC). In class one, the implicit graded instruction mode is implemented. In class two, the traditional teaching mode is applied.In this thesis, there are two research questions:1) Which of the two teaching modes can effectively improve students’ word-guessing skills of English reading in senior high schools, the implicit graded instruction mode or the traditional teaching mode?2) What non-intelligence factors can be changed in the implicit graded instruction mode for students in senior high school?The experimental instruments include one questionnaire, two tests and SPSS17.0. Firstly, the questionnaire is conducted in EC and CC before the experiment. Secondly, the questionnaire is implemented in EC after the experiment. Thirdly, the pre-test is conducted in EC and CC before the experiment. Fourthly, the post-test is conducted in EC and CC after the experiment. SPSS 17.0 is used in the experiment. By collecting and analyzing the two-class post-test data, EC students’ pre-test and post-test data and CC students’ pre-test and post-test data, the first research question is answered. By collecting and analyzing the questionnaire data before and after the experiment in EC, the second research question is replied. Two findings are: 1) EC students got rapid progress in word-guessing skills in the implicit graded instruction mode. 2) EC students’ interest, motivation, attitude, confidence and habit were effectively changed in the new teaching mode. So, it was concluded that the implicit graded instruction mode was feasible in English teaching in senior high schools.