1、BySupervisor: Assoc. Prof. * UniversityApril 2020An Empirical Study of the Effects on Students English Reading of Applying Stratified Teaching to English Theme-based Extended Reading in Junior High SchoolsByAn Empirical Study of the EfWhy? How? What? ResearchWhy? How? What? ResearchOutlineOutlineWhy

2、 did I choose this topic for my study? higher standard is required in the current junior school English curriculum reformthe importance of English reading experience and English reading abilitythe problem existed in the current English theme-based extended reading teaching Why did I choose this topi

3、c fo2.2 The related researches of stratified teaching abroad and at home Cohen & Lotan (1995); Ye (2003); Lawrence (2004); Christison (1996); Grabe (1991); Wu (2006); Zheng (2016); Gao (2000); Fu, Yue & Li (2016); etc.the key and direction of the present study were pointed out2.3 The related researc

4、hes of applying stratified teaching to English reading abroad and at homeNunan (1999); Anderson (2003); Huang (2010); Zhu (2012); Chen (2012); Zhong (2017); He (2018); Lv (2018); Cai (2019); etc.Innovative points of this thesis :using the stratified teaching model in the theme-based extended reading

5、 explore the effect of applying stratified teaching to theme-based extended reading and the effects on students English reading. Literature review2.2 The related researches of Research purpose and significance of the studyStudy the influence on junior high school students English ability and English

6、 experience of applying stratified teaching to English theme-based extended readingso as to Further explore and improve the stratified teaching mode and theory which is suitable for English theme-based extended reading class and Chinas education conditions. Provides some new ideas for the improvemen

7、t of English reading ability and English reading experience of junior high school students. Research purpose and significResearch questionsIs it possible for the junior high school students to better improve the English reading ability by using stratified teaching in theme-based extended reading? Co

8、mpared with the conventional English reading teaching mode, can the use of stratified teaching in theme-based extended reading better improve the students English reading experience? Research questionsIs it possibHow did I do it? SubjectsInstrumentsDate Collection Research DesignHow did I do it? Sub

9、jectsInstrResearch subjectsControl class50 students in Grade NineExperimental class50 students in Grade NineResearch subjectsControl classStratified teaching stepsStratified teaching stepsReading Materials SelectionSPSSReading materials selection RelevanceFunLifeProgressiveReading Materials SPSSRead

10、ing Instruments SPSSInstrumentsQuestion-nairesTestsInterviewSPSSInstruments SPSSInstrumentsQueDate collectionA questionnaire was distributed to 100 students in the two groups; 100 students in Experiment Class and Control Class were required to complete the pre-test in order to investigate whether bo

11、th classes were equivalent in previous reading. An interview was designed to deeply understand the students changes in reading interest, attitudes, self-assessment and attitudes towards teaching brought by stratified teaching.Finally, after the experiment, the post-test and post-questionnaire were c

12、arried out. They were analyzed by SPSS. Date collectionA questionnairWhatre the results? QuestionnairesTestsInterviewResearch QuestionsWhatre the results? Questionn Table 5.1 Results of pre-questionnaire in EC and CCThere was no significant difference in the English reading experience between the ex

13、perimental and control class.Pre-questionnaire Table 5.1 Results of pre-quesTable 5.2 Results of post-questionnaire in EC and CCThe English reading experience of the students in the experimental class has improved significantly.Post-questionnaireTable 5.2 Results of post-quesTable 5.9 Results of pre

14、-test in EC and CCThere is no statistically significant difference in the English reading scores of the two classes, and the reading levels of the two classes are comparable. The reading efficiency of two classes are comparable. The implementation of this study is feasible.Pre-testTable 5.9 Results

15、of pre-test Table 5.11 Results of the EC and CC in the post-testThe reading ability of the experimental class is further improved than that of the control class. Reading efficiency of the experimental class students is much higher than that of the control class. We can conclude that the ability of t

16、he experimental class is further improved than that of the control class.Post-testTable 5.11 Results of the EC aTable 5.13 Results of EC between pre-test and post-testThere is a significant difference between the pre-test and post-test results of students in the experimental class. Table 5.13 Result

17、s of EC betweTable 5.15 Results of CC between pre-test and post-testThere is no significant difference in the reading results of the control class.Table 5.15 Results of CC betwe Major findings Major findingsPedagogical implicationsPedagogical implications Limitations of the study Limitations of the studySuggestions for future researchFirstly, teachers must prepare lessons carefully, communicate with students frequently, pay attention to classroom observation,