一直以来，阅读教学便是我国英语教学的重中之重，因此，为阅读教学开辟出新的思路是非常必要的。传统的阅读教学程序死板，课堂气氛沉闷，学生的参与度不高，真正在情境中运用语言的机会非常少。ESA(Engage, Study, Activate)教学模式在1998年被哈默提出，主要是通过投入，学习，应用三个阶段的组合让学生投入课堂，主动建构知识。而生态给养的概念应用于二语教学中，主要强调学生的需求和特点对他们从课堂中主动获取信息并采取行动的影响。因此基于生态给养理论下，ESA教学模式在教学的每个阶段更加关注学生的需求和特点。

本研究旨在通过ESA教学模式在高中英语课堂中的应用，拟解决传统教学法所存在的问题。本文以生态给养理论为支撑，重点论述如何将该理论应用到高中英语阅读课中，并且基于该理论的ESA教学模式是否能够提升学生的学习兴趣和英语阅读水平。

实验分为定量研究和定量研究。笔者选择广东省北京师范大学珠海附中的两个高一普通班学生作为研究对象。在实验之初，笔者对实验组进行了一次问卷调查，了解学生在英语阅读课上的需要，然后根据问卷收集来的信息，分别在实验组和控制组采取ESA和PWP教学模式。最后利用使用前后两次阅读理解测试，试验后的一次采访和一次问卷调查，了解学生在实验过程中的变化。整个实验过程持续12周。

研究结果表明：与控制组相比，以ESA教学模式进行实验的班级，学生阅读理解的成绩更高，而且两个班之间存在显著差异。同时该种模式更加关注学生的特定需求，上课气氛活跃，在学生学习兴趣的培养和学习习惯的改善上都有着一定的作用。因此，可以得出结论：生态给养视角下的ESA教学模式应用于高中英语阅读教学能够提高学生的阅读水平和学习兴趣，而且效果显著。

在调查和实验的基础上，本文作者对ESA教学模式在高中英语教学中的应用提出了几点思考，希望该教学模式与生态给养理论的结合也能为后期感兴趣的研究者提供一个新的思路，能够在提升学生阅读水平，培养学生兴趣，创造良好的课堂环境上创设初一条行之有效的教学途径。

Reading teaching has always occupied an important status in the field of English teaching in China. Therefore, it is very necessary to put up with some new ideas for reading teaching. Although some schools still employ traditional methods, there exist truly some problems, such as rigid teaching procedures, dull the classroom atmosphere, low student engagement, and few opportunities to use language in the real context.

This study aims to improve students’ interest in English learning and cultivate their reading competence through ESA (Engage, Study, Activate) teaching model. This thesis focuses on the solving of problems above through the application of ESA teaching model in senior high school English reading classes. The present study is supported by the affordance theory. It aims to examine whether the ESA teaching model based on the theory can improve students’ interest and English reading proficiency.

The experiment is divided into quantitative research and quantitative research. the research subjects are the students of two classes in senior grade one from Beijing Normal University Attached Zhuhai Senior High School. First, a questionnaire in the experimental group is done to know students’ needs in the English reading class. Then the ESA and PWP teaching model are respectively adopted in the experimental group and control group. There is a pre-test, a post-test, another questionnaire and an interview that are used to examine the effect of the ESA teaching model based on the affordance theory. The experiment lasted 12 weeks.

The results show that compared with the control group, students in the experimental class perform better in reading comprehension, and there is a significant difference between the two classes. In addition, the ESA teaching model based on the affordance theory pays much attention to the specific needs of students and active classroom atmosphere. And it plays a role in cultivating students' learning interest and improving their learning habits. Therefore, it can be concluded that the ESA teaching model from the perspective of affordance theory can improve students' reading skills and learning interest when it is applied to English reading classes in senior high school, and the effect is significant.

On the basis of the investigation, some suggestions about the application of the ESA teaching model in high school English teaching are given. The combination of the affordance theory and the ESA teaching model can provide some inspirations for other researchers, seeking an effective way to teach English.