Middle School English Teachers Research Articles

An Investigation on the Influence of Middle School Students' Grammar Learning Self-efficacy on Their Learning Performance

In middle school English teaching, grammar instruction has always been an important and challenging aspect. Due to the strong influence of grammar explanation in Chinese, learning English grammar may be affected by negative transfer from their native language, which could pose certain obstacles to English acquisition. Self-efficacy, as a major emotional factor influencing learners' internal regulation strategies, has attracted wide attention from researchers both domestically and internationally for its impact on learning performance. High self-efficacy helps learners develop a more positive mindset towards learning, thereby contributing to improved learning performance. Therefore, this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students. This research contributes to a complementary understanding of grammatical self-efficacy among educators, enhancing their teaching skills, and effectively guiding students to learn English grammar with a more positive and healthy mindset, presenting a future grammar instruction in middle school English teaching.

The Application of Situational Teaching Method in Junior Middle School English Classroom

Junior high school stage is important for not only students' life development, but also development of thinking. As one of the important compulsory courses in junior high school, English occupies a very important position in education. The new curriculum standard puts forward the requirement of creating associative situation for junior high school English teachers. Situational teaching method is a kind of teaching method which originated in Britain in the 1920s and 1930s. It is based on the cultivation of oral ability and emphasizes the basic structure of target language through meaningful situations. Therefore, it is of great significance to apply situational teaching method to junior middle school English teaching.

The Integration of Technology-Based Teaching Methods Based on the BOPPPS Model in Middle School English Teaching

This article analyzes the drawbacks of traditional middle school English teaching methods and explores the integration of technology-based teaching methods into the BOPPPS model for middle school English teaching. The article takes "He Lost His Arm but Is Still Climbing" as an instance in the instructional design part, illustrating the incorporation of the information and digital technologies into every stage of the BOPPPS model, and provides various concrete examples of technical tools and their usage.

Study on the Strategy of Creating Teaching Situations in High School Art Appreciation Classes

Art appreciation focuses on guiding students to use their perception, experience and knowledge to carry out learning activities such as appreciation, identification and commentary around the visual world of natural beauty and works of art, so as to obtain aesthetic enjoyment, form aesthetic interest, and cultivate aesthetic ability and artistic accomplishment. In art appreciation teaching, situation creation is an important teaching strategy that can help students better understand and apply learning knowledge. This paper first introduces the definition and characteristics of situation creation, and then discusses the importance of situation creation in middle school English classroom teaching, as well as how to create effective teaching situations, so as to build a better classroom for students that is more emotional, more interesting, more abundant, and can enhance their aesthetic ability, so that students can fall in love with art appreciation classes.

A Study on Current Situation and Teaching Strategies of Integrating Chinese Culture into Junior Middle School English Teaching Practice

A Study on Current Situation and Teaching Strategies of Integrating Chinese Culture into Junior Middle School English Teaching Practice

Teaching Practice of Middle School English Reading under Deep Learning

With the continuous promotion of quality education, deep learning has become one of the core concepts in the development of middle school education. In traditional English reading teaching, the implementation of teaching work can no longer meet students’ current English learning requirements. Based on this, the author will focus on the deep learning method in this article, analyze the current situation of middle school English reading teaching and explore the development path of middle school English reading teaching under the concept of deep learning, providing reference and assistance for the innovation and reform of middle school English teaching.

The Application of Situational Teaching Method in Middle School English Reading Classes

With the deepening of the new curriculum standards and quality education in the secondary education stage, secondary school English teaching no longer only focuses on students’ English grades and vocabulary reserves, but also emphasizes the cultivation of students’ English application ability. English reading is an important part of middle school English education. In order to improve the quality and effectiveness of middle school English reading teaching, teachers should use emerging teaching methods such as situational teaching to further stimulate students’ interest and enthusiasm in English learning. This article will analyze the application value and principles of situational teaching methods in middle school English reading classes and explore the application strategies of situational teaching methods in middle school English reading classes.

Relationships between Self-Efficacy and Teachers' Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience.

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers' well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers' well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers' well-being and contributes significantly to the broader discourse on foreign language teacher education.

A Study on Cultivating Students' Cultural Awareness in English Reading Teaching in Junior Middle School

This article aims to explore how to deepen students' sense of identity with the excellent traditional culture of the Chinese nation and their sensitivity and ability to identify the similarities and differences between Chinese and foreign cultures in English reading teaching, so as to cultivate students' international and cultural awareness and intercultural communication skills. This article first reviews the concepts of core literacy and cultural awareness, and analyzes the importance of cultivating cultural awareness among junior high school students during the English reading teaching stage in junior high schools. Then, combined with specific reading teaching, it focuses on efficient ways to cultivate cultural awareness in junior middle school English reading teaching. Finally, the full text is summarized and the research significance of this article is reiterated.

On English Reading Teaching in Junior High School Based on ARCS Learning Motivation Model

In the cultivation of the four basic skills of listening, speaking, reading, and writing in language learning, reading is a more comprehensive reflection of the language application process. However, there are still many problems in the current stage of English reading teaching, which affects the effectiveness of English reading teaching and the improvement of students’ reading ability. Strong reading motivation is a key factor in promoting students to actively learn reading. Professor Keller, a renowned American psychologist, proposed the “ARCS Learning Motivation Model” in 1983, which starts with four elements: Attention, Relevance, Confidence, and Satisfaction, and designs corresponding motivational strategies based on the characteristics of students’ learning motivation and teaching content. This study aims to stimulate students’ reading motivation as a breakthrough point, apply the ARCS learning motivation model to English reading teaching in junior high school, and explore whether English reading teaching based on this model can improve students’ reading motivation and thus improve their reading ability and grades. This research selected two classes in the first grade of a middle school as experimental subjects. The experimental class adopted a reading teaching method based on the ARCS learning motivation model, while the control class adopted traditional reading teaching methods. Through a one-month teaching experiment, the researchers collected and analyzed data from students, including questionnaires, tests, and interviews. Based on the analysis of the research results, this research confirms the effectiveness of middle school English reading teaching based on the ARCS learning motivation model in enhancing students’ reading motivation, improving reading ability, and improving reading performance. This provides useful insights for English reading teaching in junior high school and also serves as a reference for future research in related fields.

Teaching Design and Analysis of the Guided Discovery Method in English Grammar Class in Senior Middle School

English grammar teaching has always been a crucial part of senior middle school English teaching. However, the teaching method in traditional grammar class is relatively single, and the cramming teaching method overemphasizes the teacher-centered teaching mode and ignores the importance of students as the main body of learning in the teaching process of the grammar class, thus resulting in students’ lack of interest in grammar learning and low classroom participation. This teaching design selects Unit 1 from FLTRP senior English Book 2 as the design object, and aims to use the guided discovery method to explore its application and related teaching plan designs in English grammar class. In the end the author makes specific self-evaluation and teaching reflection, hoping to provide certain reference value for English grammar teaching in senior middle school.

ELAN-Based Multimodal Discourse Analysis of Teachers’ Talk: A Case Study of EFL Teachers in China

This study employs the 13th National Junior High School English Demo Classes as a corpus for multimodal analysis using ELAN, both qualitatively and quantitatively. Its objective is to investigate the structural features of middle school English reading teaching, the utilization of modes, and the realization of the meaning system. The findings are as follows: English reading teaching in Demo Classes comprises eight steps and utilizes multimodality, wherein visual, actional, and auditory modes are extensively employed to execute teaching procedures. The realization of the meaning system relies on these modes themselves, as well as their reinforcement and complementarity.

Exploring the Role of Multimodal Metaphor through Gestures in Middle School English Education

Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphor in gestures and provide some inspiration for middle school English teachers. Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational. Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples. Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers’ ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures.

The Use of Schema Theory in the Teaching of Reading Comprehension

Reading is one of the important links in English teaching, and it is the fundamental way for students to accept texts, acquire knowledge and exchange ideas. Schema theory refers to the use of different schemas such as form, content and language in reading teaching to help students activate the original schemas and create new ones, so as to realize the transition from passive acceptance and perception of text information to independent reorganization of text information, improve reading efficiency and further enhance students’ comprehensive ability of reading comprehension. This paper will use the schema theory, combined with the characteristics of reading teaching in junior school English teaching, to study the application of the schema theory in the middle school English reading teaching, in order to cultivate students' interest in English reading and improve their English reading ability.

The Analysis of Novice English Teacher Talk in Junior High School under SETT Framework

In the realm of English teaching, teacher talk stands as a pivotal instructional instrument, serving both as a vital tool for teachers and a primary conduit for knowledge input for students. Effective classroom instruction is intricately woven with the dynamic, two-way interaction between teachers and students, which is expertly guided by the teacher talk. While numerous scholars have delved into the exploration of teacher talk, there remains a dearth of research investigating the specific landscape of novice English teachers’ classroom talk, particularly within the framework of Walsh’s Self-Evaluation of Teacher Talk (SETT). This study addresses this gap by observing the classes of four novice English teachers in junior high schools based on Walsh’s SETT framework to meticulously examine the current state of novice middle school English teachers’ classroom discourse. The objective is to cultivate teachers’ reflective awareness regarding their own discourse in the classroom and enhance their capacity to critically evaluate its efficacy as well as elevating the overall effectiveness of English classroom interactions in the context of secondary education.

The effect of empowerment on English language teachers’ commitment to schools: the mediation of teachers’ attitudes towards curriculum reform

ABSTRACT The current study aimed to examine the effect of empowerment on English language teachers’ commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers’ attitudes towards curriculum reform on the relationship between the teacher’s empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers’ empowerment questionnaire model of Yin et al. (2013. “The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy.” Educational Studies 39 (1): 13–28), the Organisational Commitment scale of Meyer & Allen (1997) and the Attitude toward Change Instrument of Dunham et al. (1989). The results advocated a significant and positive correlation between the teachers’ empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers’ attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important.

新课标背景下初中英语教学中文化意识的培养策略

新课标背景下初中英语教学中文化意识的培养策略

The Effectiveness and Strategy of Classroom Questioning by Middle School English Teachers

The Effectiveness and Strategy of Classroom Questioning by Middle School English Teachers

Analysis on the Application of Task-Based Language Teaching in Junior Middle School English Teaching—Taking “Dealing with Problems” of 8B Unit 4 of<i> English</i> Published by Beijing Normal University as an Example

Analysis on the Application of Task-Based Language Teaching in Junior Middle School English Teaching—Taking “Dealing with Problems” of 8B Unit 4 of<i> English</i> Published by Beijing Normal University as an Example

Research on the Infiltration Strategy of Intercultural Communication in Junior Middle School English Teaching under the Background of New Curriculum Standards

Research on the Infiltration Strategy of Intercultural Communication in Junior Middle School English Teaching under the Background of New Curriculum Standards