A Study On The Application Of The Implicit Graded Instruction Mode To The English Reading Teaching In Junior High School

English reading is supposed to be one of the most important components in English learning.Owing to the importance of reading comprehension among the English learning skills,considerable attention has been paid to the pedagogic approach of improving reading proficiency.At present,influenced by traditional teaching model,English reading teaching is still a hidebound and teacher-centered process which leads to some ineffective or low efficient reading teaching.Therefore,English teaching researchers and teachers of English are trying to find a more effective classroom reading teaching model.The implicit instruction mode is based on “Zone of Proximal Development Theory”,“Mastery Learning Theory” and “Optimization of Teaching Process Theory”.It focuses on students' individual differences to meet students' learning needs of different levels.It especially pays attention to the cultivation of students' reading interests,so as to optimize the teaching effect.The present study will apply the implicit graded instruction on English reading in junior high school,aiming to explore answers to the following three questions:(1)Whether can the students under implicit graded instruction change their non-intelligence factors?(2)Is implicit graded instruction mode helpful to improve students' reading scores?(3)Which group in the experimental classes makes the greatest progress under implicit graded instruction?This experiment was implemented in No.1 Junior Middle School of Xinmin County,Liaoning Province.The subjects were 86 students from two parallel classes in Grade 9.Class one,i.e.,the experimental class received the implicit graded instruction mode.The class two,as the controlled class,was taught with the traditional teaching model.The research instruments included questionnaires,tests and interviews.The data collected were analyzed by SPSS19.0.The results show that,firstly,implicit graded instruction mode is helpful to improve students' reading scores.Besides,the implicit instruction mode has a positive impact on the development of students' non-intellectual factors.Lastly,the students in level A and level C have improved more than students in level B.Some research implications and limitations of the study were summarized as well.