The Applicability Of Implicit Learning Theory In Senior High School English Reading Teaching

Reading is the main way of language inputs for learners,and it is also one of the most important tasks in senior high school English teaching.It is necessary to pay attention to developing students’ reading ability,which is emphasized in The Ordinary Senior High School English Curriculum Standards(Experimental)(2003).However,the current English reading teaching has focused on analyzing phrases,grammar and sentence structure of language phenomenon in the text,while it has ignored developing the reading skill and improving the reading ability for a long time,because the teaching process always keeps the method of explicit knowledge.In the traditional teaching process,explicit learning has been studied by many researchers,it is widely considered that learning is a conscious study and acceptable process.But educators and learners ignored the process in which the individual acquires the complex knowledge through environment stimuli unconsciously,this mode is defined “implicit learning”.Through many experiments,some researchers find when the learners study the complex rules in the learning process,if they use guidance properly in a certain period of time,implicit learning will effect better.At present,some researchers have done lots of researches on combining English reading teaching with explicit learning theory,but there are few researches about implicit learning with senior high school English reading teaching.This paper is based on previous theoretical results,it is an investigation study on grade two in Yining No.8 Senior High School,the purpose is to understand whether the implicit learning can be applied to senior high school English reading teaching,and then put forward some suggestions for later English reading teaching experiment.Firstly,this paper focuses on the definition,characteristics and the factors affecting of implicit learning;secondly,this thesis briefly describes implicit learning and English reading teaching in the theoretical and empirical findings;finally,the author describes research methods used in this research,there is a questionnaire study on Grade two four parallel classes students in Yining No.8 Senior High School that the total number is 150 and the author also interviews their two English teachers.According to using a statistical analysis system SPSS and analyzing the data from the questionnaires.Through the results can be found that: teachers only pay attention to teaching the basic knowledge in the English reading class,they neglect to cultivate students’ reading interests and reading skill;senior high school reading class mainly depends on teachers and ignores students’ subject status,it will lead to decline students’ reading ability.According to these phenomenon,the author puts forward the following suggestions to teachers and researchers for reference: to choose suitable teaching guidance,to create a benefit teaching environment,to select appropriate reading materials,to pay attention to combining implicit learning with explicit learning.The above suggestions are base on investigating to teachers and students in Grade two Yining No.8 Senior High School,both teachers and students think that it has an applicability on implicit learning in the current English reading teaching,and they hope that it can make teachers pay more attention to English reading teaching method.At the same time,the author also hopes that all of senior high school English teachers should reflect their own reading teaching methods,and teachers can effectively use the proposals which are put forward by this research in their classes.