| Under the trend of the new college entrance examination reform,vocabulary plays an increasingly important role in the process of English learning.Therefore,what kind of teaching mode can better promote students’ vocabulary learning has become a teaching difficulty and innovation point.Based on this,this study aims to use "graded reading" after class to guide and teach English vocabulary learning for junior high school English students with difficulty in learning English,analyze the influence of this teaching model on the vocabulary learning ability of junior high school English students with difficulty,and then judge the feasibility of this teaching model to provide individualized teaching for them.This study adopts the method of qualitative research and uses three progressively difficult reading materials and a set of semi-structured interview questionnaire as the research tools to conduct a case study on four students with English learning difficulties in the second year of junior high school in pairs,and intends to answer the following three questions:(1)Does "graded reading" after class have an impact on vocabulary learning ability of poor students in Grade Eight?(2)If so,what effect does the teaching mode of "graded reading" have on the vocabulary learning ability of students with difficulty in learning in Grade Eight?(3)Why does "graded reading" after class have an impact on vocabulary learning ability of poor students in Grade Eight? In order to make the research data authentic and reliable,the author adopted the research paradigm of "pre-test--train-test--post-test" to study the subjects for eight weeks.A pre-test was conducted in the first week to find out the preliminary level of vocabulary ability of the four subjects.The training period lasted for six weeks.The author used three reading materials with progressive difficulty horizontally and the teaching method of graded reading from "aspect" to "whole" vertically to conduct biweekly training for the proximal development zone of vocabulary learning of the subjects.The eighth week was posttest,aiming to ensure the difference in vocabulary learning ability between the experimental group and the control group after the implementation of graded reading after class.After the experiment,the author interviewed the four subjects.The results show that: before the experiment,the four subjects in the pairwise pairs had the same basic English vocabulary ability,and their proximal development zone of English vocabulary was similar.After the experiment,the English vocabulary ability of the two subjects developed in their proximal development zone,while the English vocabulary ability of the two controls did not change in their proximal development zone.Based on the results of the experimental data and interviews,it is found that:(1)"graded reading" after class can detect the proximal development zone of vocabulary learning for students with difficulty in Grade Eight;(2)The one-to-one,target-oriented and interactive training of "graded reading" after class can effectively promote the improvement of the subjects’ vocabulary ability;(3)Compared with traditional vocabulary teaching,"graded reading" after class is more suitable for teaching students with learning difficulties in accordance with their aptitude.In addition,based on the research results,this paper puts forward the following suggestions on the application of "graded reading" after class to the vocabulary ability of students with learning difficulties in Grade Eight:(1)The materials of "graded reading" should be selected according to the characteristics of students with learning difficulties and the clear teaching objectives of the current learning section;(2)"Graded reading" materials should reflect the increasing horizontal difficulty;"graded reading" teaching method should reflect the vertical "aspect" to "whole" grading characteristics;(3)In the staged tests,the actual performance of students with learning difficulties should be taken into account,and the papers should be arranged reasonably and targeted to enhance the learning confidence of students with learning difficulties at this stage. |
