The Effect of Layered Teaching Method of Reading Tasks on Middle School Students' English Learning Motivation

Abstract

In daily teaching, it is found that students in junior high schools lack the interest of learning English, especially in English reading. They are fear of difficulty, and their reading ability is difficult to improve. However, English reading accounts for a large proportion of English learning and plays an important role in improving English language ability. And the layered teaching method can meet the learning needs of different students and provide a personalized educational experience. Therefore, the purpose of this paper is to explore whether the reading task layered teaching method has any effect on junior high school students' English learning motivation and to know about students' ideas on the reading task layered teaching method through the research methods of experiments and structured interviews. This study found that learners could gradually improve their comprehension of English texts and developed independent thinking and reasoning skills through the reading task-layered approach. This approach helps learners to build self-confidence and stimulates their interest in delving further into English texts and literature. But at the same time, the reading task layering method also requires teachers to pay attention to students' psychological state and adjust students' layering tasks according to their situation in time.