An Application Study On English Experiential Teaching Based On ESA Teaching Mode In Senior High School

The English Curriculum Standards for General High Schools(2017 edition,revised 2020)states that reading is an important component of language ability and students can read through discourse in order to reach the ultimate goal of English core literacy development.However,in the actual high school English teaching practice,there often pay more attention to results not the process and the reading form is simple,which cannot improve students’ reading comprehension ability,develop their reading comprehension transfer ability and their reading interest,resulting in students’ poor reading learning effect.ESA teaching model has been widely explored and verified by many researchers since it was proposed by Harmmer in1988,and experiential teaching is an effective teaching method based on experience,cooperation and practical activities.The purpose of this study is to apply experiential teaching under ESA teaching mode to high school reading teaching,explore its influence on subjects’ English reading comprehension ability,transfer ability of reading comprehension and reading interest,and provide research cases for high school English reading teaching and improve learners’ English reading learning effect.This study takes ESA teaching,humanistic theory and constructivist theory as the theoretical basis.This study was conducted with a total of 104 students(52 in the experimental class and 52 in the control class)in two parallel classes in the first year of high school at S Middle School in Shihezi,Xinjiang.This study used educational experimental method,literature research method,testing method,interview method and questionnaire,and research tools such as reading comprehension ability test paper,reading comprehension transfer ability test paper,semi-structured interview outline and reading interest questionnaire to conduct a 12-week educational experiment.The study aimed to explore three research questions:(a)What is the effect of experiential reading instruction in high school on the subjects’ English reading comprehension skills? There are four sub-questions related to this question: What are the effects of experiential reading in high school on the subjects’ ability to comprehend details,to reason and judge,to analyze structures,and to summarize?(b)What is the effect of experiential reading instruction in high school on the subjects’ transfer ability of reading comprehension? This question consisted of four sub-questions: What is the effect of experiential reading instruction in high school on the transfer ability of detailed comprehension,reasoning and judgment,structural analysis,and generalization and summarization?(c)What is the effect of the application of experiential reading instruction in high school on the subjects’ interest in reading?The results of the study showed that English experiential teaching based on ESA teaching mode in senior high school had a positive impact on the reading learning of high school English learners.First,the experiential reading instruction of high school under the ESA teaching model had a positive effect on the reading comprehension ability of the subjects in the experimental class.After the implementation of the experiment,there were significant differences in the reading comprehension scores of the subjects in the experimental class on the pre-test and the post-test,and there were also significant differences in the reading comprehension scores of the subjects in the experimental class and the control class on the post-test.Second,the experiential reading instruction of high school under the ESA teaching model had a positive effect on the reading comprehension ability of the subjects in the experimental class.According to the data analysis of the pre-test,mid-test,and post-test reading transfer test papers and the results of the interviews,the reading transfer ability of the subjects in the experimental class was significantly improved compared with that in the control class,and there was also a significant difference between the post-test reading comprehension transfer ability scores of the subjects in the experimental class and the control class.Third,experiential reading instruction in high school under the ESA model had a positive effect on the subjects’ reading interest in the experimental class.According to the analysis of the data collected from the pre-and post reading interest questionnaires,it can be seen that after the implementation of the experiment,compared to the control class,the reading interest of the experimental class appeared to be significantly higher and significantly different from that of the control class subjects.Based on the above findings,this study has the following three implications for English reading teaching in high school: First,the three elements of the ESA teaching model should be flexibly applied to improve learners’ English reading comprehension ability.Second,regularizing the experiential reading teaching of English in high school to form learners’ English reading transfer ability.Finally,the active application of experiential teaching under the ESA teaching model can effectively enhance learners’ interest in English reading.