The Application Of Implicit Stratified Teaching Model In The Teaching Of English Listening In Rural Middle Schools

English listening is ranked first as one of the four basic skills of English learning,and its status in English learning is very important.In the teaching of English listening in rural middle schools,it is common for English teachers to pay less attention to listening.Teachers still used the traditional listening teaching model of “listening to recording-doing exercises-answering” and ignored the individual differences of students.Students were not interested in English listening and their English listening levels were uneven.The implicit stratified teaching model adopts the teaching method of “adapting students according to their aptitude”,respects the individual differences of students,and overcomes the shortcomings of the “big unification” teaching model in traditional teaching.It is also conducive to building students? self-confidence in learning and protecting students? self-esteem.This article attempts to use the implicit stratified teaching model for the teaching of English listening in rural middle schools based on Vygotsky?s “Zone of Proximal Development” theory,Krashen?s “Input Hypothesis” and “Affective Filter Hypothesis”.The aim is to explore a listening teaching model suitable for the individual development of students,hoping to stimulate students? enthusiasm for listening learning,improve students? listening level,and cause rural middle school English teachers to attach importance to and think about listening teaching.In view of this,from September 2018 to January 2019,the author conducted experimental research on the first and second classes of the second grade of junior middle school in the teaching school,namely Xiantai Junior Middle School.Class 1 served as an experimental class and used implicit stratified teaching model for the teaching of English listening.Class 2 served as a control class and still used the traditional listening teaching model.In the five-month experiment,the class was stratified in terms of students,teaching objectives,teaching activities,teaching evaluation,and homework.The author conducted pre-test on the listening results of the two classes before the experiment and post-test after the five months of the teaching of English listening,and used SPSS 22.0 software to collect and analyze the collected data.Questionnaire and interview were conducted to understand changes in students? interest in listening.This experiment answers the following questions:1.How to use the implicit stratified teaching model in the teaching of English listening in rural middle schools?2.What effect does implicit stratified teaching have on students? English listening performance?3.What effect does implicit stratified teaching have on students? English listening interests?The final experimental results show that compared with the traditional listening teaching model,the implicit stratified teaching can improve the English listening performance of rural junior middle school students,and can increase the students' interest in English listening.This also shows that teachers must strengthen their professional literacy constantly and explore suitable teaching methods actively.Of course,there are some limitations in this thesis during the experiment,but I still hope to provide some reference and inspiration for future research in the teaching of English listening in junior middle schools.