Research On The Effects Of Implicit Layered Teaching To English Underachievers' Englisg Learning In Junior High School

As early as more than 2,000 years ago,Confucius put forward the teaching principle: teaching students in accordance with their aptitude which emphasize that education should respect the needs of different individuals.The “Compulsory Education English Curriculum Standard ” also clearly stated that English teaching should pay attention to the personality development of different students.It may meet the needs of different students and thus improve the overall teaching level.However,after observing the actual junior high school English teaching,I found that there are many students with poor English proficiency in the class.They have low interest in English learning and no self-confidence.How to help them improve their interest in English learning,enhance their confidence in English learning,and improve their English scores in the class has become an important issue for front line English teachers.The implicit layered teaching which insist the principle of “teaching students according to their aptitude”,and respect the teaching mode of students' self-esteem are supposed to get more attention.Based on the theory of zone of proximal development,Krashen's input hypothesis and Bandura's self-efficacy.This study investigated the impact on English underachievers learning attitude,self-confidence and grade of implicit layered teaching that obey the principle of “teaching students according to their aptitude” and respecting students' self-esteem,which mainly try to answer the following research questions:(1)What effects does English implicit layered teaching have on improving the underachievers' learning attitude in junior high school?(2)What effects does English implicit layered teaching have on promoting the underachievers' self-confidence in junior high school ?(3)What effects does English implicit layered teaching have on improving the underachievers' grade in junior high school ?This study took 30 English underachievers from the class 10 grade 9 of the third middle school of Puyang City as the research objects.The influence of implicit layered teaching on English learning of middle school students was investigated by means of questionnaires and interviews.In this study,30 underachievers were tested in English and questionnaires before and after this research,and 6 students were randomly interviewed.The data were then statistically collected,analyzed and discussed.The results show that: Firstly,the implicit layered teaching improves the English learning attitude and classroom participation of the underachiever.After applying the implicit layered teaching,most underachievers can concentrate on the class more easily,and they are more willing to join in the group party.Secondly,under the implicit layered teaching mode,most underachievers can independently finish their homework with a high quality,and the frequency of interaction with teachers has increased a lot during the class.Most of the underachievers have begun to believe that they can learn English well through their own efforts,and their self-confidence in English learning has increased a lot.Thirdly,before and after implicit layered teaching,the average score of those underachievers have increased ten points.Some students even have achieved excellent standards.In general,implicit layered teaching is beneficial to improve the English scores of junior high school students.