High School English Research Articles

A Study on the Infiltration Methods of British and American Literature in High School English Reading Teaching

Reading is the key content of high school English teaching, which can improve students’ mastery of words, grammar, and other knowledge, and can expand their horizons. British and American literature is the essence of British and American culture, and its application in high school English reading teaching can help improve students’ English proficiency. This paper outlines the problems of high school English teaching, analyzes the role of British and American literature in high school English reading teaching, and explores the infiltration methods of British and American literature in high school English reading teaching, in order to provide references for teachers.

On Gender Equality in Junior High School English Textbooks: A Case Study of the Chinese PEP Eighth-Grade Textbooks

With the development of society, the consciousness of female subjectivity has gradually awakened, and the issue of gender equality in the field of education has also attracted more and more attentions. Education plays an important role in constructing students’ concept of gender equality, and textbooks, as an important medium for students to receive education, are an important part of promoting educational equality. In addition, the junior high school stage is a critical period for students to develop values, and textbooks, as an educational medium, should help students establish a correct understanding of gender roles. However, previous studies have shown that there is an implicit bias of gender inequality in teaching materials. This study conducts an in-depth study on gender equality in the PEP eighth-grade English textbooks. It adopts the literature review method to sort out the relevant research at home and abroad, and uses the content analysis method to comprehensively analyze the gender roles, illustrations, and language use in the textbooks. It also combines quantitative and qualitative analysis methods to discuss the current situation and causes of gender equality. The study finds that there are gender stereotypes and gender discrimination in textbooks, which have an impact on students’ gender perception and self-perception. Concerning these issues, this paper proposes improvement countermeasures, aiming to promote the fairness of junior high school English education, to help students establish correct gender concepts and self-awareness, and to provide references and suggestions for the compilation of teaching materials.

Toulmin Model Based Argument Diagnosing: Constructing and Evaluating in The Argumention Essay in Indonesia Efl Text Book

This research aims to describe and explain Toulmin's argument patterns in the 2017 revised edition of the 2017 High School English textbook for class XI curriculum. This type of research is qualitative research using document analysis methods. The subject of this research is the 2017 revised edition of the 2013 curriculum 2013 high school English textbook. This book was written by Herman Benyamin. The object of this research is Toulmin's argument pattern. Analysis of the arguments in the discourse in the book is based on Toulmin's arguments whose components consist of Claim (C), Ground (G), Warrant (W), Backing (B), Qualifier (Q), and Rebuttal (R). After finding a pattern in each discourse, a conclusion is given. The results of this research show that this book contains patterns formed in discourse. From the results of Toulmin's argument analysis, in topic 1, patterns C (10%), RC (10%), GC (10), GQC (10%), GWC were found. (10%), GWBC (10%), GWQC (10%), GWRC (10%), GWBQC (10), GWBQRC (10%), Topic 2 is in C (14.3%), RC (0), GC (14.3%), GQC (14.3%), GWC (14.3%), GWBC (14.3%), GWQC (14.3%), GWRC (0%), GWBQC (14.3%), GWBQRC (0%). Discourse that does not have an argument is 20% and there are arguments that are not good according to Toulmin's argument. According to Toulmin, a good argument from this book is 85%, meaning that the presentation of this argument in the 2013 edition of the high school English textbook issued by the government can be said to be very good

Demystifying the cultural representations in international high school English textbooks: a social-semiotic approach and teachers’ views

ABSTRACT Albeit cultural content in English textbooks have been much reported, little empirical evidence addresses global or international-distributed English textbooks. To fill this void, the present qualitative content analysis study aims to explore the representation of cultural content in international English textbooks used for Indonesian senior high school students. For another contribution, we also attempt to gain English teachers’ perceptions of cultural content in the textbooks examined through written interviews. Grounded in a social semiotic approach, the findings showcased that the textbooks’ content represents inner-circle countries in the aspect of perspectives, products, persons, and practices. Further, the imbalance in the cultural representation of the outer circle and expanding circle countries indicated that the authors do not sufficiently increase the global cultural awareness of English language learners because other cultural perspectives on varieties of English are not included. The interviews analysis revealed that the cultural contents were short and required improvement.

Measuring language teacher resilience: Scale development and validation

AbstractWhile teacher resilience, as a multidimensional construct, has been increasingly focused in recent years, there is still a dearth of exploration into the inner structure of resilience with a highlight of characteristics of language teachers. To fill this gap, the current study developed a language teacher resilience scale and assessed it among 3992 Chinese high school English as a foreign language (EFL) teachers. The exploratory and confirmatory factor analyses confirmed the acceptable fit of the 22‐item EFL teacher resilience scale and yielded a four‐factorial structure of EFL teacher resilience involving professional, emotional, social, and cultural dimensions. Cultural dimension is newly developed and mirrors the specific features of language teacher resilience. Based on the findings, implications are provided for future research on language teacher resilience.

Moral Dilemmas across Gender and Teaching Experience: A Case of Iranian High-School English Teachers

Moral Dilemmas across Gender and Teaching Experience: A Case of Iranian High-School English Teachers

The Application of the Hamburger Structural Writing Method in Teaching Argumentative Essay Writing in Junior High School English

Writing is an important way of language output, which can objectively reflect students’ comprehensive language skills. Writing argumentative essays is one of the effective ways to develop students’ thinking quality. Therefore, the article takes “Unit 3 Could You Please Clean Your Room?” of the PEP edition as an example, and applies the “Hamburger structural writing method” to the teaching and writing process, to cultivate students’ problem analysis, logical reasoning, viewpoint expression, and critical thinking, and ultimately to improve the effect of English writing.

Exploration of Implementation Path for Customized Assignments Design in Junior High School English Teaching under the Background of “Double Reduction”

Homework is an essential part of junior high school English teaching. It can not only assist students to inspect and access their leaning situation, but also helps teachers to get to know the English teaching better so that they can quickly make corresponding adjustments. Meanwhile, as the implementation of Double Reduction, the quantity of homework must be decreased. Thus, the quality of homework should be paid much attention. Customized homework is a key region of research. The paper comes up with a design model of customized homework and analyzes the case study in order to provide effective reference and facilitate English teaching in junior high school.

The Design and Implementation of Junior High School English Reading Teaching Activities Guided by the Concept of Authenticity

Based on the concept of authenticity, this paper explores how to create real situations, design real questions and implement real feedback in the reading class of English for People's Education Press, so as to arouse students' deep emotions, truly mobilize students' thinking to solve practical problems, and promote the consolidation of new knowledge in immediate feedback. Finally improve the core quality of students' English subject.

Implications of High School English Reading Teaching in the Context of the New Curriculum Standards

English reading, as one of the five major skills including listening, speaking, reading, viewing, and writing, has always been emphasized by English teachers. With the deepening of the new curriculum reform, high school English reading teaching faces new requirements and goals. However, there are still some issues in the classroom practice of English reading teaching. This paper aims to delve into the implications of high school English reading teaching under the new curriculum standards, aiming to shift students from mere test-takers to genuine readers. Firstly, the paper reviews the requirements of the new curriculum standards for high school English teaching, emphasizing the focus on core literacy, adhering to a people-oriented educational philosophy, and giving special attention to the importance of reading. Secondly, by analyzing the perspectives of both teachers and students, the current situation of high school English teaching is comprehensively examined, revealing the challenges faced by educators and students in adapting to the changes brought by the new curriculum standards. By comprehensively applying these insights, we hope to promote the reform of high school English reading teaching, cultivating students with more profound thinking, innovative capabilities, and interdisciplinary literacy. Teaching students how to read is an integral part of this process.

The Application of Process-genre Writing Approach in Senior High School English Writing Teaching

The objective of this research is to improve the writing abilities of students through a concentrated emphasis on before-writing information input, information output in writing, post-writing reflection. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Aiming at improve leaners’ writing skills, this thesis explores the feasibility and application of process-genre writing in senior high school English writing teaching based on the input and output theory of English teaching, guided by the models of process-genre writing approach.

Study of the Cultivation of Cultural Awareness in Senior High School English Teaching

This study takes a high school senior English teacher and students in a high school in Chengdu as the research subjects, and uses questionnaire survey method and interview method to understand the current situation of cultivating students’ cultural awareness in high school English teaching. The findings revealed that the following problems exist in the cultivation of cultural awareness in schools: weak cultural literacy of teachers and students, heavy teaching tasks under exam-oriented education without time for the cultivation of cultural awareness, a single approach to teaching culture, and insufficient depth of teachers’ exploration of cultural elements in the new curriculum and teaching materials. In response to the above problems, the author puts forward teaching suggestions based on the current situation of high school culture teaching from three aspects: schools, teachers and students, in order to promote the cultivation of cultural awareness among high school students.

Research on the Cultivation of Cross-Cultural Awareness in High School English Reading Teaching

English reading instruction plays a vital role in English language teaching, particularly in the high school stage where reading materials often encompass diverse cultural backgrounds. The revised 2017 edition of the “The New English Curriculum Standards” further emphasizes the importance of cross-cultural communication skills in English teaching. This study seeks to analyze the present state of high school students’ cross-cultural awareness and communication abilities, while also exploring the significance of fostering cross-cultural awareness through reading, as well as the challenges faced in this process. The study also provides suggestions to enhance students’ cross-cultural awareness and communication abilities.

A Research on the Practice of High School English Teaching Based on the Concept of Stereoscopic Classroom Model

<p>With the continuous progress of society and the continuous reform of the education system, the high school English teaching standards have been raised to new heights. To address these challenges, implementing a stereoscopic classroom model has become a key strategy. This model helps to significantly improve classroom teaching effectiveness and can greatly arouse students' learning enthusiasm, thereby effectively enhancing their practical English application skills. To adapt to the new curriculum standards, comprehensive reform of teaching modes and methods is needed in high school English teaching. The current teaching practice requires strict adherence to the new curriculum standards to ensure the effectiveness and effectiveness of the new curriculum reform. Therefore, high school English teaching should attach importance to the importance of the new curriculum reform, establish a continuous teaching reform mechanism, and fully promote the new curriculum reform to meet teaching needs, improve teaching outcomes, promote the rapid development of high school English teaching, and achieve positive teaching results.</p>

Research on Post-Reading Writing in the Teaching of Senior High School English Based on Core Literacy

In today’s education field, high school English teaching no longer involves just the imparting of language knowledge, but is also related to the cultivation and promotion of students’ core quality. Among them, as an important teaching activity, post-reading writing has shown its unique teaching value under the framework of core literacy. This paper aims to deeply explore the teaching of post-reading writing based on core literacy in senior high school. Through theoretical overview and application, the significance of core literacy in the background, and the sharing of teaching strategies, it aims to provide a new way of thinking and methods for English educators, so as to promote the comprehensive improvement of students’ language ability, cultural awareness, and thinking quality.

Understanding Students’ English-Speaking Difficulties: An Exploratory Practice Approach with Web 2.0

Education literature has advocated the adoption of Exploratory Practice, a form of practitioner research developed for teachers and students to work on local puzzles (what puzzles them in their teaching and learning) for understanding. Despite the popularity of Exploratory Practice in different contexts, there has been little exploration of how Web 2.0 can be employed in Exploratory Practice to enhance language learning and teaching, considering the reality of a digital world for both language teachers and learners. This article bridges this gap by introducing Exploratory Practice with Web 2.0 to a Chinese high school English class, prompted by a teacher's puzzle regarding her students’ English-speaking difficulties. Normal classroom activities were used as data-collection tools. This innovation was found effective in boosting students’ confidence and comfort in speaking English in class and in enhancing teaching and learning experiences. The innovation, therefore, affirms Exploratory Practice as a viable research proposal for practitioners and the value of integrating Web 2.0 with Exploratory Practice to explore issues in language classrooms.

Research on Cultivating Critical Thinking in High School English Reading Teaching

With a focus on fostering core competencies, nurturing students’ critical thinking has emerged as a crucial facet of English reading instruction. However, current English reading instruction in high schools tends to neglect the cultivation of critical thinking, leading to a widespread phenomenon of “absence of speculation” in teaching. Therefore, this study aims to explore effective strategies, including designing teaching objectives for critical thinking, utilizing visual aids, introducing cognitive level questioning, and implementing embedded evaluation for cultivating critical thinking in high school English reading instruction. The findings of the study provide insights for constructing a coherent framework for critical thinking teaching.

Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms

AbstractThis study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.

A Study on Chinese Culture in High School English Textbooks of BNUP from the Perspective of Conceptual Blending Theory for Multimodal Metaphors

At the end of the 20th century, scholars represented by Forceville dived into the construction and representation of metaphors using various modalities, leading the shift of metaphor studies towards multimodality, which consequently put the study of multimodal metaphors in the spotlight. English textbooks, as a combination of visual and linguistic modes of expression, contain a large number of metaphors. From the perspective of conceptual blending theory, the paper explores the construction and meaning of multimodal metaphors of Chinese culture in three compulsory high school English textbooks of Beijing Normal University Press. It is found that these three compulsory high school English textbooks of Beijing Normal University Press (BNUP) contain many multimodal metaphors of Chinese culture, and these multimodal metaphors can activate student’s cultural background knowledge and convey the communicative intention of the pictures, thus arousing students’ interest in Chinese culture and fostering cultural confidence.

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks

Studies in the domain of English language teaching reveal a significant disparity between pragmatic findings and the approaches employed in English language instruction (Ishihara & Cohen, 2010). Investigations into the effectiveness of textbooks for teaching communicative skills, mirroring real-life conversations, show that English Language Teaching (ELT) textbooks often lack clear and thorough explanations of English conversational dynamics (Berry, 2000; Burns, 1998; Cane, 1998; Grant & Starks, 2001). According to the available literature on EFL/ESL textbooks, speech acts, and other pragmatic elements are largely neglected in both quality and quantity (e.g., Vellenga, 2004; Salazar Campillo, 2007; Neddar, 2010). Therefore, this study examines how textbooks cultivate pragmatic competence and evaluates the pragmatic content in EFL textbooks used in Moroccan high schools from 2006-2007. It aims to assess the depth and quality of pragmatic information covered in these textbooks. In addition to concentrating on metapragmatic details, the study discusses register, illocutionary force, politeness, appropriateness, and usage, as well as how textbook authors present speech acts. However, the study findings reveal that the selected textbooks provide insufficient pragmatic information. This underscores the necessity of supplementing EFL textbooks with more authentic materials and ample meta-pragmatic information. It is also essential to consider pragmatics during the textbook design process and enhance teachers' abilities to incorporate them into their classrooms.