An Exploration On The Noticing Hypothesis In The Lead-in Of The Senior High School Reading Class

Lead-in plays a critical part in English teaching,especially in reading class,which can arouse students' attention to the class,engage students in the class and further improve student' interest of learning English.Lead-in is the beginning of a class,which is an important part of a class.These years,there are a lot of related researches about lead-in.Nevertheless,the researches of lead-in designing on the instruction of the Noticing Hypothesis is relevantly fewer,Thus this thesis aims at dealing with the next three questions on the instruction of the Noticing Hypothesis.(1)What problems may exist in the lead-in process in English reading class in senior high school?(2)To what extent can the lead-in ways arouse students' reading interest and engagement in English reading?(3)To what extent can the lead-in ways of reading class improve students' reading ability?In order to find out the answers of the questions listed above,the research methods include documentary analysis and comparative method are applied to.In addition,the research instruments are also adopted to,that is,the questionnaire,the interview,the class observation and test.Firstly,a great deal of information about the lead-in and the Noticing Hypothesis is collected from the database such as CNKI and CQVIP,which lays the foundation for further research.Then the author spent three months teaching in Anshun senior high school for ethnic minorities.During the internship,the 102 students' questionnaire were handed out to students from class 6 and class 7 senior two and 15 questionnaires are administered to the English teachers of Senior two in this school.Besides,six students and seven English teachers from senior two are interviewed as the complement for the questionnaires,then analyse the data in chapter five.What's more,32 reading classes are observed and analyzed and the test data are collected to know the influence of lead-in in English reading class.The major findings are,both teachers and students in senior high school take the positive attitude to the lead-in in reading class,but in actual class teaching,not all the reading class have lead-in.Secondly,the teachers and students don't completely understand the function and the purpose of lead-in in reading class.Thirdly,the time of lead-in in in reading class in senior high school in Anshun district is a bit longer in reading class,ranging from three minutes to over ten minutes.Fourthly,students' need is not always taken into consideration before lead-in designing.Fifthly,the teachers' method of lead-in is simple and it can not completely match with students expecting methods of lead-in.Sixth,the age of the teachers will affect the frequency of using lead-in and the variety of lead-in.Besides,lead-in does have the positive effects on arousing students' interest and engagement in lead-in of reading class,especially for those students who are in medium level of proficiency while there are a part of students reflect that lead-in won't affect their interest in class.Lastly,lead-in can improve students' reading ability in long time.Three months later,the average scores of the classes selected improve slightly and the grade rank has been improved too,especially for students from the parallel class.