High School English Curriculum Research Articles

고교 영어교육에서 내러티브 중심 교과 개발·편성의 난점과 딜레마

At the time of the 2022 High School English Curriculum Revision (November 24, 2021) and the change to an approved textbook system for the high school English subject “Reading British and American Literature”, this presentation addresses the difficulties and dilemmas of developing and organizing narrative-centered textbooks in Korean high school English education. To this end, this presentation will 1) review the outline of the 2022 High School English Curriculum Revision, 2) raise the topic of narrative by analyzing the nature and achievement standards of “Reading British and American Literature” subject, 3) diagnose the difficulties and dilemmas of developing and organizing “Reading British and American Literature” as a narrative education textbook. As a conclusion, this presentation proposes a realistic opinion on the mentioned difficulties and dilemmas.

Chinese Culture Aphasia in Chinese Senior Middle School English Class

Chinese culture going global is one of the concrete manifestations of the improvement of China's comprehensive national strength. Having a certain English expression ability of mother tongue culture has increasingly become an inevitable requirement for high school students to improve their English application ability, realize effective cross-cultural communication and carry forward Chinese culture. Although the current reform of senior high school English curriculum standards clearly puts forward the emphasis on the communication of Chinese culture, the phenomenon of Chinese cultural aphasia is still widespread among senior high school students. In this study, the author will investigate the Chinese cultural aphasia experiences of high school students, aiming to comprehend more deeply how the phenomenon of Chinese cultural aphasia emerges in high school classrooms. Through questionnaires, the author will examine their experiences with Chinese cultural aphasia, the specific ways in which this phenomenon occurs, and how to minimize it. This research is based on the following questions :(1) What aspects does Chinese cultural aphasia present in high school English teaching? (2) What are the main causes of Chinese cultural aphasia in high school English teaching? (3) What measures are helpful to solve the problem of Chinese cultural aphasia in high school English teaching? In the research process, the author uses the questionnaire survey method, from the perspective of students, to deeply explore the reasons for the phenomenon of cultural aphasia in high school. Suggestions for improvement are put forward according to the above reasons.

An Innovative Design of High School English Teaching Based on Thinking Visualization Tools

The General Senior High School English Curriculum (2017 Edition) places a significant emphasis on fostering students’ viewing skill. By utilizing thinking visualization tools, teachers can transform implicit thinking into explicit information, enabling students to gain knowledge and enhance their learning interest through viewing. Unlike traditional English classroom teaching, thinking visualization tools facilitate multi-sensory student engagement, effectively enhancing classroom teaching efficiency. This paper takes various types of teaching segments as examples to explore the application of thinking visualization tools in English classroom teaching, providing references for innovative teaching designs in English teaching.

The Cultivation of Intercultural Communicative Competence in Senior High School Vocabulary Teaching

The cultivation of intercultural communicative competence not only helps students to broaden their international horizons and eliminate intercultural communicative barriers during communication, but also helps to promote cultural exchanges under the background of globalization. In addition, the high school English curriculum standard also puts forward certain requirements for the cultivation of students' intercultural communicative competence, thus it is necessary to cultivate students' intercultural communicative competence in high school English teaching. Adhering to literacy orientation, respect for differences and an ideological basis should be the principles of cultivating intercultural communicative competence. Language is the carrier of culture, and the cultivation of students' cross-cultural communicative competence can be carried out throughout vocabulary teaching by explaining the different meanings of vocabulary, explaining the background cultural knowledge of vocabulary, improving cultural sensitivity through lexical cultural comparison to strengthen students' cross-cultural communicative competence.

Exploration of Integrating Chinese Cultural Content into English Homework Design from an Interdisciplinary Perspective

This study explores the integration of Chinese cultural content into English homework for senior high school students, set within the framework of China's revised 2020 High School English Curriculum Standards. It advocates an interdisciplinary approach, blending English with aspects of Chinese geography, classical literature, and poetry. Addressing challenges in conventional educational models, the paper proposes innovative homework designs to enhance linguistic skills and cultural literacy. These methods demonstrate how cross-disciplinary strategies can enrich English education, fostering comprehensive academic development.

An Exploration on Integration of Corpus-based Language Pedagogy into Senior High School English Curriculum

An Exploration on Integration of Corpus-based Language Pedagogy into Senior High School English Curriculum

A Study of Strategies for English Pragmatic Teaching in Senior High School under Core Competency

Pragmatic competence is an indispensable element of communicative competence, which is also one goal of core competencies. The introduction of the concept of core competency in General Senior High School English Curriculum Standards puts more emphasis on cultivating students’ pragmatic competence and on teachers’ input of pragmatic knowledge in English teaching. This paper begins with clarifying the theories of pragmatic competence and pragmatic failure by referring to other linguists’ explanations. Then, it briefly discusses the importance of pragmatic teaching in senior high school English classrooms. Finally, this paper proposes some feasible teaching strategies to promote high school students’ pragmatic competence.

How to Improve English Teaching in High School under the Background of NECS

There are some problems in high school English teaching, notably serious imbalance in teaching content, mechanical teaching methods and fixed teaching evaluation. In the final analysis, these problems are caused by teachers' failure to deeply understand and give a farewell to the requirements of ordinary high school English curriculum standards. Teachers should make efforts to solve these problems. Firstly, the teaching content should cover the six elements required by NECS to promote the all-round development of students; Secondly, teachers should change the mechanical teaching method to realize efficient English learning; Lastly, it’s necessary to carefully design teaching evaluation and make comprehensive investigation of students' quality.

The Effect of Gender Differences on High School Students' English Reading Comprehension

A persistent question in academia is the impact of gender differences on reading comprehension. English reading is an important part of English teaching in senior high school and occupies the largest proportion of the college entrance examination. High School English Curriculum Standards require that reading teaching should not only improve students' reading ability but also cultivate students' ability to effectively use English reading strategies. However, the authors found that there is a big difference in the English achievement of girls and boys, and there are many problems in the application of reading strategies. Given this, the author has carried out an investigation and research in this direction. In the study, the authors dissect this problem in depth and the three areas are: gender differences affect reading comprehension and attitudes; gender differences lead to differences in critical thinking that affect reading ability, and gender differences and empathy while reading. The paper will start by comparing the experimental conclusions of some outstanding scientists and expand the analysis of the reasons behind them. Finally, the paper summarize the researchers views and conclusions on this topic from three perspectives.

Teachers’ Evaluation of the K-12 Junior High School English Curriculum and Its Implementation in the 4th District of Camarines Sur, Philippines

The study explored the evaluation and extent of implementation of K-12 Junior High School (JHS) English Curriculum as assessed by the Basic Education teachers along with the eight (8) domains such as reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature, writing and composition, oral language and fluency, and grammar awareness. More so, it also determined the significant relationships between the evaluation and implementation of the English curriculum in the entire grade levels, school locations, and school types. Descriptive- correlational design was utilized to evaluate the JHS English Curriculum and gauge the teachers’ implementation of the curriculum. Weighted mean and Spearman’s Rank Order Correlation were utilized to statistically treat the data. Findings revealed that the majority of teachers rated highest on the Literature domain while rated lowest on vocabulary development. The teachers in all grade levels experienced problems and challenges in the implementation K-12 JHS English Curriculum. Further, there is no significant relationship between the evaluation and implementation of K-12 JHS English Curriculum as assessed by teachers in the entire grade levels, across school types and school locations except Upland Partido. Accordingly, it was recommended that teachers must attend training, seminars, and graduate studies to fully understand and upgrade their competencies and skills to enhance the curriculum and its implementation to fit the needs and interests of the learners. Keywords: Curriculum Evaluation, Curriculum Implementation, Junior High School English Curriculum, Mainland Partido, Coastal Partido, Upland Partido

The Application of TESOL Education in Chinese International High School English Teaching

In the research of TESOL education, the five hypotheses about second language acquisition put forward by Dr. Krashen, an American linguist, are of extremely important research significance and exploration value. Some researchers have given different views on the input hypothesis theory among these five hypotheses. Therefore, this paper will specifically analyze the impact of TESOL education under Krashen’s input hypothesis on high school English teaching, and its shortcomings, thus giving teaching advice on how to apply the current high school English curriculum.

Analysis of Research Papers on the Use of English Movies in Chinese Senior High School English Teaching in the Past Three Years

Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies.

Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education

This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.

The Influence of English Literacy on High School Students’ Academic Achievement

In the digital age, English literacy is one of the key competences for high school students. This study aimed to explore the relationship between English literacy and academic achievement. To this end, the four-dimensional English literacy scale by the General High School English Curriculum Standard (2017 Edition, 2020 Revised Edition) set was used, and 446 high school students participated in the survey in March 2022. The results indicate no significant difference in English literacy between male and female students. Moreover, the structural equation model results showed that (1) Language ability significantly predicted cultural consciousness, thinking quality, and learning ability; (2) Thinking quality and learning ability correlated with students’ academic achievement; (3) Nevertheless, cultural consciousness did not predict academic achievement; and (4) Learning ability mediated between language ability and academic achievement. This conclusion highlights that cultivating students’ learning ability and language ability can improve their academic achievement. Therefore, teachers should exert more effort to develop students’ language ability and learning ability in the future.

A Study on the Instructional Design of English Reading for Writing Class in Senior High School Based on Text Analysis

Taking Textbooks for Senior English of People’s Education Press (2019 edition), Book one, Unit one, Teenage Life, Reading for Writing section as an example, this article intends to explore an instructional design in the light of text analysis put forward by General Senior High School English Curriculum Standards (2017 Edition). It is aimed at helping students better comprehend the text and improve the teaching effect of English reading for writing class.

English Vocabulary Teaching Strategies Based on Aesthetic Choices

Under the background of quality education reform, aesthetic education, as a crucial part of people’s all-round development, has its unique value. Thus, aesthetic education has become more important and should be integrated into teaching fully. In English teaching, helping students experience the beauty of speech is one of the ways to achieve it. Meanwhile, relevant requirements have been stipulated in Ordinary High School English Curriculum Standards (2017 edition 2020 revision). Vocabulary teaching strategies are systematic behaviors that seek to maximize vocabulary teaching effectiveness under the guidance of teachers’ cognition of certain teaching philosophies and teaching situations. It is so crucial for vocabulary teaching that aesthetic education should be integrated into it. Therefore, this research attempts to propose vocabulary teaching strategies based on aesthetic choices. These strategies include: connecting the vowels closely to teach the pronunciation and spelling of vocabulary based on the spelling rules; using phonetic rhetoric in sentence construction to make it more readable and rhythmic; using figures of speech in sentence construction to give learners a deeper impression; making example sentence symmetric, succinct, and simple; and make vocabulary teaching a logical and systematic whole.

Impact of Affective Factors on Senior High School Students with Low English Reading Ability

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function of affective factors and its negative influence upon English reading of 80 students with low English reading ability in a high school in Jiujiang. The results of the study show that reading anxiety is common among high school students, the internal motivation for English reading is weak and the external motivation is strong, the self-efficacy of reading is not clear and firm. The study further found that the great academic pressure and high school students’ self-awareness which are subject to external environment, language and other factors cause high school students’ anxiety, the international social environment and examination system have a large impact on high school student’ external motivation. In order to improve the English reading ability of high school students, this research tries to make corresponding suggestions for teachers, students and other aspects from the perspective of affective factors. As for the English teachers, they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge. As for the students, they should clarify their tasks to enhance learning motivation. The school should set up mental health courses and psychological counseling room and provide psychological training for teachers. Then, parents should try to communicate with students and learn to ask for help rather than paying too much attention to students’ performance.
  

Interactive Story Writing Using ScriptEase

ScriptEase is a tool for writing interactive stories in roleplaying games that frees the author from doing explicit computer programming. A story is created by selecting and customizing patterns for the plot, encounters, behaviors and conversations. It has been implemented as a front end to BioWare's Neverwinter Nights game. We will describe our experiences using ScriptEase as part of a high school English curriculum.

The Senior High English Teaching Design Based on the Multiliteracies Pedagogy—From the Perspective of Cultivating Students’ Key Competency in English

Based on people-oriented moral education, the Key Competency of Chinese Students’ Development highlights the importance of cultivating students’ key competency, which means that students should have the essential character and core ability to adjust lifelong development and meet the demand of social development. According to the High School English Curriculum Standard (2017 Edition), key competency in English refers to language ability, thinking quality, cultural character and learning ability. And on the basis of multiliteracies pedagogy, linguistic symbols and non-linguistic symbols are combined together to create a multimodal teaching environment. And students will obtain new knowledge through four main stages: situated practice, overt instruction, critical framing and transferred practice, leading students mobilize their multiple senses together when learning English and help improve their comprehensive competence, which is in line with cultivating students’ key competency in English. This paper will firstly make a brief introduction of key competency in English based on the High School English Curriculum Standard (2017 Edition) and analyze typical views of multiliteracies pedagogy, then take the reading passage, Learning English from Unit5 Languages around the World, compulsory I, PEP as an example, applying multiliteracies pedagogy to English class, in order to cultivate students’ key competency in English to some extent through multiliteracy training.

The Teaching Design of English Reading Based on Cultivating Students' Critical Thinking

The High School English Curriculum Standard (2017 edition) states that it's crucial to cultivate core competences for students, which includes language ability, learning ability, cultural awareness and thinking quality. There is no doubt that critical thinking, as one of the key components of thinking quality, should be emphasized. However, due to the influence of examination-oriented education and other factors, most teachers tend to pay too much attention to the cultivation of students' language knowledge and language skills, neglecting the cultivation of students' critical thinking ability. The traditional mode of interpretation of language knowledge still dominates in most English reading teaching, teaching design tends to be modeled and text processing is so superficial that students can not understand the discourse deeply. Students in the classroom did not experience a deep thinking level of ability training. Therefore, teachers should think carefully about how to cultivate students’ critical thinking in high school English reading class and adjust their teaching methods accordingly. This paper will take the teaching design of a reading lesson as an example to explore how to cultivate students' critical thinking in high school reading class.