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本文是一篇初中英语教学论文，通过本研究，作者发现影响学生课外阅读的因素很多，如兴趣、与阅读有关的情绪问题、能力、对同伴群体的接受度、成熟度等，很多学者对此进行了讨论。在本节中，作者主要讨论里斯案的反应。15名学生的GE和Lexile测试后分数有所提高，但只有里斯的分数没有变化。作者开始思考这个结果的原因。

Chapter One Introduction

1.1 Research Background

Krashen’s Input Hypothesis argues that a sufficiently comprehensible input plays acrucial role in language acquisition. The need to learning English requires the studentsto do a lot of English reading and listening training. However, the native language isChinese in China, and English is a second and possibly a foreign language. It isunrealistic for students to obtain much listening material in everyday life. In this way,reading has become the primary type of language input. If the teachers cannotconsciously carry out the task’s training, students will not improve their readingabilities.

Graded reading is a very effective method for second language education. Krashen(1993) has pointed out that it is impossible to master a language only through classroomteaching due to the complexity of written language. For the first and second languagestudents, it is necessary to make a lot of input through reading to attach their Englishabilities to a high level. Through graded reading, teachers can assist students incultivating and forming good reading habits, develop their knowledge of vocabularyand grammar libraries, and build their confidence in reading (Ellis 1985). From thelarge-scale implementation in the whole school district to the case study of a singleparticipant, the benefits of graded reading have been recorded in a large number ofstudies. Elley and Mangubhai (1983) have investigated the potential contribution ofgraded reading to English learning. They believe that graded reading is an essentialsource for improving the English ability of second language learners. Lots of studieshave shown that second language learners can acquire English learning ability throughgraded reading. Some studies suggest that graded reading may be the only choice forlearners in an English teaching environment.

1.2 Research Purpose and Significance

Many theories in improving students’ English reading abilities through gradedreading are derived from British and American countries. English is their nativelanguage for these countries. Whereas in China, English is a foreign language. Combingthese advanced graded reading and teaching theories with teaching practice to makethese theories operable according to our country’s actual status is the ultimate purposeof this study.

The author has been teaching English for ten years. When teaching English, gradedreading has always been at the center of English reading teaching made by the author.Based on the accumulation of great practical experience and pedagogical materials, theauthor needs to carry out such research to systematize the whole graded readingteaching course and form a top-down and all-around graded reading course system.

In this study, the author uses GE value and Lexile value for judging students’reading levels. In theory, the minimum Lexile value that Chinese junior high first-yearschool students should achieve is 200L, and the GE value is 1.5. By analyzing thepre-test data, it can be seen that before the beginning of the study, the Lexile value andGE value of 8 students in Class B who are weak in foundation did not meet theacademic requirements.本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。