Graded Readers as an Effective Strategy in Elementary ESL Teaching in China
Liqun Feng, Hongyang Dong, Jingzhao Cao, Xiaoqian Fu
Journal of Education, Society and Behavioural Science · pp. 48–53 · Published 12 Aug 2022
10.9734/jesbs/2022/v35i930456Abstract
The current mode of teaching English in primary and secondary schools in China mainly revolves around reciting words and studying grammar, which are not only less efficient, but also very uninteresting to the students. This paper, by referring to the Input Hypothesis proposed by Stephen D. Krashen and some previous studies, discovers that introducing graded readers to elementary ESL classrooms in China can effectively build up the students’ language competence and spark their interest in learning this second language, which will be very beneficial to their future study.
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