Middle School English Teachers Research Articles

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.

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

The Acquisition and Application of Prepositions by Chinese Middle School Students——Taking IN, ON, and AT as Examples

This paper attempts to put forward pedagogical suggestions for Chinese middle school English teachers to improve their efficiency of preposition teaching by analyzing the errors made by Chinese English learners. Because of the complex semantics network of all prepositions, this paper will take only three prepositions IN, ON, and AT as examples to make a deeper analysis in this field.

Incorporating World Englishes into Middle and High Schools in Korea: Teachers’ Awareness and Attitudes

The worldwide utility and status of English have given it enormous cachet in Korea. English education has been heavily emphasized in Korean middle and high schools as a means to foster a globally-oriented, linguistic diversity-aware citizenry. Yet the predominant model for language learners in Korea remains an idealized speaker of British or American English – the so-called ‘native speaker’ model. A World Englishes (WE)-informed model of English language teaching would be more in line with the Ministry of Education's stated vision, but uptake of this paradigm has been slow in Korean schools. We therefore investigate the perceptions and attitudes of Korean middle and high school English language teachers about the place of WE in Korea's English education system. Specifically: (a) What are Korean English teachers’ perceptions towards WE?; and (b) What challenges and barriers do they perceive in integrating WE into Korea's English education system? Survey data from 106 Korean middle and high school English teachers, supported by a subset of eight interviews, show that the sample view English as a global mode of communication among all its users, though they often view the ‘native’ varieties of English as more prestigious than those from other countries. They acknowledge the desirability of incorporating a WE-informed paradigm into Korea's English education system, but the varieties which they advocate are all from Anglophone countries. They also identify numerous challenges to implementing WE in Korea's classrooms. One is the need for teachers to prepare their students for high-stakes examinations which are uniformly constructed around British and American English. Another is the perceived community pressure to emphasize American English in their teaching. Finally, the absence of any WE-informed teacher education resources limit their knowledge about WE and how to teach it to students.

Teachers' Pedagogical Strategies, Students' Academic Engagement and Comprehension Skills

The study was conducted to examine teachers' teaching strategies, learning acquisition and engagement skills of learners in Passi City Schools during the 2022-2023 school year. The subjects of the study were middle and high school English teachers in the Passi City School Division, Philippines. They are assimilated according to age, gender, educational level, seniority and function. The study used a descriptive-correlational research design and the statistical tools used to calculate data collection were frequency counts, percentages, ranks, and mean values, Mann U- Test, Kruskall Wallis and Spearman rho. Significance levels for inferential statistics, specifically Mann U-Test, Kruskall Wallis, Chi-square, and Spearman's rho, were set at 0.05 alphas. Research results show that the majority of respondents are 40 years old or younger, female, have a bachelor's degree, are 20 years old or younger, and are grade I-III teachers. The majority of respondents answered "yes" to teachers' pedagogical strategies. The results show a very high level of learning participation of learners. No significant differences existed in teachers' teaching strategies when classified by age, gender, educational level, seniority, position, and respondent type. There are no significant differences in the level of learning participation of learners when classified by age, gender, educational level, seniority, position and type of respondent. Analysis results show that there is no significant difference between learners' reading comprehension skills as assessed by teachers in terms of frustration level when grouped by age, education level and seniority. There are significant differences by gender and location. Analysis results show that there is no significant difference between learners' comprehension skills as assessed by teachers according to their teaching level when grouped by age, education level and seniority. There are significant differences by gender and location. The analysis results show that there is no significant difference between learners' comprehension skills as assessed by teachers at an independent level when grouped by age, education level and position. There are differences in gender and seniority. Significant relationships were observed between learners' tendencies, challenges, and performance.

The Effectiveness of English Writing Teaching in Junior Middle School Based on Production-Oriented Approach

Production-oriented Approach (POA) proposed by Chinese scholar Wen Qiufang has been widely used in English teaching in recent years, but there are few studies on its application in junior middle school English teaching. This study analyzed the impact of the application of Production-oriented Approach on junior middle school students’ English learning attitude and English writing performance. In the experimental design, both quantitative and qualitative methods were adopted. Writing tests, questionnaire, interview were used as instruments. A total of 116 Chinese students from Year 8 of Yangzhou Shiyan Junior Middle School, Jiangsu Province in China were invited to participate in an 8-week pre- and post-test experiment. By comparing the writing scores before and after the test, it is found that the English writing scores of the students in the experimental class are higher than those of the students in the control class. Through the analysis of the results of questionnaires and interview, it is found that the students’ attitude towards English writing teaching in the experimental class has improved significantly. The implications and suggestions for dissemination and implementation of POA for junior middle school students are discussed.

The Application of Stratified Teaching Method in Junior Middle School English Teaching

In junior middle school English teaching, teachers should improve students' comprehensive English ability based on the training requirements of core literacy. For English teaching in junior middle school, listening is an important content. Teachers should design a scientific listening teaching mode based on the characteristics of junior high school students. At present, there are still some problems in the middle school English listening teaching in middle schools. Teachers should analyze the problems in listening teaching, and at the same time take the form of stratified teaching to meet students' differentiated and personalized learning needs, which plays an important role in promoting students to complete English listening learning more efficiently.

Cultivating and Exploring Students' Intercultural Communication Skills in Middle School English Teaching under the Perspective of Cultural Confidence

The English Curriculum Standards for Compulsory Education (2022 Edition) (from now on referred to as "the new standards") mentions students' intercultural communication many times in the curriculum objectives. Under the requirements of the new standards, teachers should pay attention to cultivating students' intercultural communication awareness and ability. In the era of economic globalization, diversified modes of thinking, and information networking, the practice and exploration of cultural self-confidence have become vital prerequisites for cultivating students' cross-cultural communicative competence. Therefore, this paper explores the enhancement and development of junior high school students' intercultural communicative competence from the aspects of the meaning of intercultural communicative competence, the problems and challenges encountered in cultivating students' intercultural communication, the current situation of the cultivation of junior high school students' intercultural communicative competence, the necessity of improving junior high school students' intercultural communicative competence, the principles of the cultivation of junior high school students' intercultural communicative competence, as well as the strategies of the cultivation of junior high school students' intercultural communicative competence.

Basic Knowledge of Middle School English Teachers in Indonesia in Assessing Students ' Writing Ability

<p>The capacity to plan lessons and assess students’ learning defines junior high school teachers’ professionalism. Because it significantly affects how they evaluate students’ writing learning outcomes, junior high school English teacher must have a solid foundation in assessing writing. 87 Junior high school teachers from the district and 38 junior high school teachers from the municipality were asked to participate in this quantitatively descriptive study by completing questionnaires regarding their fundamental writing assessment knowledge. Only 16.09% of district teachers and 26.32% of municipal teachers received scores above 60 as a result. These teachers still have significant difficulties planning, implementing, and evaluating writing even though they are all credentialed and routinely report significant professional activities. All stakeholders, particularly schools and the ministry of education.</p>

Elementy tradicionnoj kul'tury Kitaya v soderzhanii uchebnikov anglijskogo yazyka dlya srednej shkoly

The article discusses the cultural content setting strategy of middle school English teaching materials with China traditional cultural elements. Integrating traditional culture into ELT (English Language Teaching) can not only improve students' understanding of local traditional culture, but also help students improve their English level.

Analysis of Junior Middle School English Teaching Videos based on In-depth Teaching Practice Framework

With the rapid development of The Times, people's understanding of things is no longer limited to the surface, and "depth" has become the pursuit of people's cognition. Many scholars at domestic and foreign have studied in-depth, including teaching field. Now that students are required to learn deeply, and teachers begin to pursue in-depth teaching. But what is in-depth teaching, how to reflect on teaching, especially in junior middle school English teaching how to achieve in-depth teaching, this all we need to think about. Some scholars do not study in-depth teaching deeply enough, and some scholars do not combine the theory of in-depth teaching with curriculum teaching. Some teachers even directly understand in-depth teaching as difficult teaching and in-depth explanation, which is wrong of understanding in-depth teaching. in view of the above problems, this study will first analyze the connotation of in-depth teaching combined with the research of domestic and foreign scholars, and the meaning of in-depth teaching will be extended, so that reader can clearly know what kind of teaching is in-depth teaching. Secondly, in-depth English teaching is a challenge for teachers, especially in junior middle school English. It is more difficult than primary school English, and also the transition of senior high school English. In the information age, there are many excellent junior middle school English teachers. Even if can't go to listen to a good teacher ‘s lecture in person, watching videos is also a way. Therefore, the author will choose high-quality junior middle school English teaching videos to analyze the teaching video from the three dimensions of knowledge, teacher and students, and carry out from the eleven aspects, key and difficult points, structure, application, guidance, activities, inquiry, classroom participation, development, communication and learning. In this way, showing the process of how the teacher carries out in-depth teaching, and provides a framework for teachers to conduct in-depth teaching.

Integrating Chinese Culture into Middle School English Teaching by Telling China’s Stories Well in English

With continuous globalization, the relationship between language and culture has undergone new changes. English has become an international lingua franca and a means for communicators to express local culture in cross-cultural communication. Today, as different cultures are increasingly intertwined, China now needs to present itself and tell its story to the world, which is the call of The Times for mutual learning and common development among civilizations around the world. It is also a realistic call for building confidence in Chinese culture and educating people through political and moral education under the great changes that have never been seen in a century. Facing the new requirements of educational development in this era, English teaching in middle schools must undertake the mission of cultivating socialist successors who have an international vision and a sense of community of human destiny.

Study on the Application of Long-distance Education in Middle School English Reading Teaching

The important characteristic of modern distance education is to develop various kinds of teaching activities in the network environment. English is the language of the information age. It is the obligation and responsibility of English teachers to construct and perfect English teaching model of network environment by taking advantages of Internet teaching ．This thesis mainly discusses the function and characteristics of net—work teaching, the main teaching procedures of long-distance English reading education and the countermeasures that middle school English teachers must take in order to improve the quality of long-distance English reading teaching.

The Sustainability of Form-Focused Instruction in Classrooms: Chinese Secondary School EFL Teachers’ Beliefs and Practices

Form-focused instruction occupies an important position in China’s secondary schools. However, middle school English teaching has been criticized for the sustainability of form-focused instruction. The new English Curriculum Standards for China’s secondary English teaching suggest that grammar teaching should be integrated into communicative activities, but no precise guidance is provided on how to integrate grammar into communicative activities. This study investigates teachers’ beliefs and practices about form-focused instruction, as well as the factors influencing their beliefs and practices, in the context of China’s secondary schools. Data were collected through 33 classroom observations and interviews with 3 teachers with different levels of experience. The findings reveal that, overall, the teachers preferred form-focused instruction, focus on forms and explicit teaching. The teachers with more teaching experience adopted communicative approaches of form-focused instruction, integrating form and meaning at different times inductively. The teacher with fewer teaching years adopted traditional, isolated, and deductive methods of grammar teaching. The differences between the teachers were found to be influenced by various factors, including teaching and research activities, curriculum standards, examinations, and learning experience. The teachers’ beliefs and practices and the gaps and connections between theoretical domains and classroom practices were discussed and implications were provided.