ESA教学模式在高中英语阅读教学中的应用研究

【作者】 王颖；

【导师】 张建华；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2025， 硕士

【摘要】 随着时代的发展,英语作为一门世界通用语言,其重要性不言而喻。英语阅读在高中英语学习中有重要的地位,阅读在高考英语中所占的分值很大,因此许多专家学者和一线教师精心研究如何提高学生的英语阅读能力。但是许多高中在英语阅读教学方面仍然采用传统的教学方法授课。教师过于注重词汇知识和语法知识的讲解,忽视了文化背景和主旨大意的探讨,忽视了学生的主体地位,学生被动接受知识,导致英语阅读教学较为枯燥乏味,学生对英语阅读的兴趣不足,学生的英语阅读能力没有得到很好的提升。1998年,教育学者Harmer详细论述了 ESA教学法模型的三个要素以及三种课型,并进一步分析了这一模型在真实课堂情境下的应用实例。该模型以图式理论、建构主义理论等为基础,将学生的核心地位作为基石,强调教师应承担多重职责,包括作为教学活动的规划者、过程的监控者以及学习成效的助推者。从理论上讲,可以有效地改善当前高中英语阅读教学的现状。本文以山东省青岛市某普通高中两个班级的94名高一学生为研究对象,采用教育实验法进行研究,对照班采用传统教学模式进行英语阅读教学,实验班采取ESA教学模式进行英语阅读教学,探究以下两个问题:(1)ESA教学模式应用于高中英语阅读教学对学生英语学习动机有何影响?(2)ESA教学模式应用于高中英语阅读教学对学生英语阅读能力有何影响?本研究持续了四个月,运用高中生英语学习动机调查问卷、英语阅读能力测试卷、访谈提纲等工具,本文记录了实验班和对照班英语学习动机调查问卷的前、后测数据和英语阅读能力的前、后测数据,利用SPSS 26.0对数据进行分析,通过对实验数据和访谈结果的分析,研究发现:(1)ESA教学模式应用于高中英语阅读课堂能够提高学生的英语阅读动机。学生对于语言本身的爱好增加了、对英美国家的文化更感兴趣了,学生意识到了学习英语对个人发展的作用、学习英语背后的社会责任,学生认同英语是获取其他学科信息的媒介。(2)ESA教学模式应用于高中英语阅读课堂能够提高学生的阅读能力。独立样本t检验,实验班与对照班在前测时没有显著差异,实验班后测结果显著高于实验班;配对样本t检验,对照班学生的阅读能力在实验前后没有明显变化,实验班学生的阅读能力在实验后有显著提高。更多还原

【Abstract】 With the development of The Times,the importance of English as a universal language is self-evident.English literacy,particularly reading comprehension,occupies a crucial position in the realm of high school English education,and it accounts for a large score in college entrance examination.As a result,a substantial number of educators,including experts,academics,and practitioners in the classroom,have meticulously examined strategies to enhance learners’ English reading proficiency.Nevertheless,a considerable proportion of contemporary secondary school educators continue to employ conventional methodologies in their English reading instruction.These educators tend to overly focus on the explanation of vocabulary and grammar,ignore the discussion of cultural background and the main idea,and ignore the principal position of students.Students passively accept knowledge,which leads to boring English reading teaching.Students demonstrate a lack of sufficient enthusiasm for English reading,and their proficiency in this area has failed to undergo significant enhancement.In 1998,education scholar Harmer discussed the three elements and three types of lessons of ESA teaching model in detail and further analyzed the application examples of this model in real classroom situations.This model is based on schema theory,constructivist theory,etc.It takes the core position of students as the cornerstone and emphasizes that teachers should assume multiple responsibilities,including the planner of teaching activities,the monitor of process and the booster of learning results.From a theoretical perspective,it holds the potential to significantly enhance the existing state of English reading instruction in high schools.The research in this paper focuses on 94 high school pupils enrolled in two classes at a regular secondary school situated in Qingdao,Shandong Province.These students serve as the primary subjects of our investigation.The research is conducted by using the educational experiment method.The first group,designated as the contrast class,will be instructed using the conventional method of instruction.Conversely,the second group,known as the experimental class,will undergo instruction utilizing the ESA methodology.The following two questions are mainly answered:(1)What influence does the application of the ESA teaching model in high school English reading teaching have on students’ motivation for English learning?(2)What influence does the application of the ESA teaching model in high school English reading teaching have on students’ English reading ability?To gather data,a variety of instruments have been employed,including a questionnaire designed to explore high school pupils’ motivations for English study,a test paper targeting their reading proficiency,an interview outline,as well as other pertinent tools.In this study,the pre-test and post-test data of the English learning motivation survey and the reading proficiency scores,were documented for both the experimental group and the contrast group.SPSS 26.0 was used to analyze the data.Through the analysis of the experimental data and the interview results,the study uncovered that:(1)The application of ESA teaching model to high school English reading classes can improve students’ English reading motivation.Students are more interested in the language itself and the culture of British and American.They are also more aware of the role of English learning for personal development,the social responsibility behind learning English,and the fact that English is a medium for acquiring information about other subjects.(2)The adoption of the ESA approach has the potential to bolster pupils’ reading proficiency.The pre-test results,as analyzed through an Independent-samples T test,indicated no statistically significant variation between the experimental group and the contrast group.And the results of the post-test for the experimental group proved to be notably superior to those of the contrast group.Based on the paired-samples t-test,the reading proficiency of pupils in the contrast group exhibited no substantial alteration before versus after the experiment.Conversely,the reading proficiency of pupils in the experimental group demonstrated a marked enhancement subsequent to the experiment.更多还原