The Application Of The Layered Teaching Method In The English Writing Of Junior High School Students

With the development of globalization,English has become the most widely used language in the world.Due to its importance,it is much emphasized in the basic education.English language learning mainly consists of four parts: listening,speaking,reading and writing.Among these,writing is considered as the most difficult part.Presently,English essays writing accounts for a greater proportion in the senior high school entrance examination.However,many problems exist in English writing teaching.In order to tackle the problems,differentiated teaching method has been applied to English wring teaching.The present study aims to verify whether differentiated teaching method can effectively improve students' writing level as well as enhance students' interest and confidence in learning.In this study,two classes of Grade 8 in a public middle school are recruited as the research subjects for the teaching experiment.One(Grade 8 Class 1,totally 32 students)is the experimental class and the other one(Grade 8 Class 2,totally 31students)is the control class.The research also employs questionnaire survey,writing test and interviews.Combined with the quantitative and the qualitative research methods,the present study explores how the differentiated teaching approach functions in the junior middle school English writing teaching.The research results showed that,in the pretest there was no significant difference between the experimental class and the control class in writing competence,which meant the two classes were at the same level.In the posttest,eight students in the experimental class were at Level A,twenty students were at Level B,and four students were at Level C.None of the students were at Level D.Students in the experimental class performed significantly better than the ones in the control class.Meanwhile,students at all levels in the experimental class made observable progress after the experiment.Furthermore,students in the experimental class showed higher interest and better habit in the control class,which proved the effectiveness of the differentiated teaching approach.Students at Level C made significant progress in the writing content,and linguistic expression was also improved accordingly.Students at Level B made progress in language and content,owing to the habit of making an outline before writing an essay and doing review after writing.Students at Level A made progress in language and structure,thanks to the differentiated homework design and the supplementary after-class reading.The present study demonstrates that the differentiated teaching approach in junior middle school English writing teaching is capable of promoting interactions among students at all levels,helping build up their confidence and inspire their learning interest.In sum,differentiated teaching is a promising approach for English writing teaching.