An Empirical Study Of Implicit Stratified Teaching Model To English Writing Teaching In Junior Middle School

Writing is a basic skill in English learning and an important way of written communication for language learners. The English Curriculum Standard of Compulsory Education has set specific learning objectives for students, requiring that students’ writing. level should reach its prescriptive level. However, many junior middle school students’ writing level cannot reach the desired level and they still have many difficulties in English writing. Therefore, every teacher in the current teaching situation should think about a question:how to improve students’ writing proficiency effectively when they teach English under the classroom-based teaching organization form.Though it is well developed abroad, stratified teaching, which was brought to China in the1990s, is a relatively new teaching model in China. This teaching model provides a different perspective to improve the current situation of teaching, which is directly derived from Vygotsky’s "Zone of Proximal Development Theory" and Krashen’s "Input Hypothesis". The implicit stratified teaching that is applied in this study is derived from the stratified teaching. The implicit stratified teaching pays attention to students’ individual differences, meets the needs of students on different levels and enables students to learn effectively in a comfortable atmosphere so as to achieve the objective of improving students’ learning proficiency. The thesis aims at testing the effectiveness of implicit stratified teaching model when it is applied to junior middle school English writing class.On the basis of a theoretical review on stratified teaching and its practical application in teaching, an experiment based on this model was conducted to answer the following research questions.1. Is implicit stratified teaching more effective than the traditional teaching in English writing teaching in junior middle school? 2. How does the implicit stratified teaching influence the students’ writing proficiencyon different levels? Which level of students’writing proficiency improves more efficiently?3. Can implicit stratified teaching arouse students’ interest and confidence in Englishwriting?Two parallel classes of junior middles school students from the Kelan No.4MiddleSchool took part in the experiment. Class54was assigned as the control class and Class53was assigned as the experimental class. In the experimental class, implicit stratifiedteaching model was adopted to teach English writing while in the control class, thetraditional writing teaching way was used to teach English writing. Through thefive-month writing teaching, students in the two classes took part in a post-test in whichthe differences in the writing level of the two classes became obvious. After theexperiment, a questionnaire was distributed to in the experimental class in order toinvestigate the changes of students’ confidence and interest in English writing.It can be concluded from the results of the experiment that implicit stratifiedteaching is more effective in improving the students’ writing proficiency. In addition, italso can be reflected from the results of questionnaire that this teaching model canmotivate students’ confidence and arouse their interest in English writing.