The Research On Transition Of English Teaching From Junior To Ordinary Senior

English has now become an international language in the rapid developing world because it is used by most countries and becomes more and more important as a tool of communication. Because of this, English has become one of the three main courses in senior schools as Chinese and Maths. The quality of English teaching and learning has a great influence upon the students'graduation and admission, even their future jobs and life. During the eight years'English teaching from junior to senior, the writer is often asked some questions by some Senior One students. Such as,"Why is it so hard to learn English at the beginning of Senior One, but I was good at English in junior? Can I learn English well in senior stage because my English was poor in junior?"The writer considers these questions carefully and communicates them with other teachers. By reading some documents, it can be concluded that"there exists a serious problem of transition between each teaching stages in English teaching in our country."(Su Dingfang, 2004:7)We can acknowledge that it's universal to remain a big gap of transition in English teaching and learning from junior to senior schools, especially in the ordinary senior school."But the periods of junior and senior are the key stages where students can master English rapidly viewing from the successful English teaching experience at home and abroad."(Su Dingfang, 2004:7) It seems especially important to bridge the gap between them and make a smoother transition. To find the causes of the poor transition, the author makes a survey in this thesis and compares the teaching materials and present evaluation system from junior to senior schools.This thesis consists of six chapters.Chapter One introduces briefly the contents of the thesis.Chapter Two reviews the current researches on the English transition from primary schools to colleges in China. Much has been discussed on the transition of English teaching from primary to junior in recent years, so has senior to university. But the transition from junior to senior is seldom referred to, if any, the researches are unilateral. As for the research of transition from junior to ordinary senior is rare, the author decides to do a research on it.Chapter Three focuses on the relative theory of this research. It includes: the affective factors in English learning and teaching, the theory of learning and teaching strategies, the ways of selecting suitable coursebook and adapting coursebook etc. According to cognitive theory, language teaching has its own characteristics and rules, and there are different teaching stresses in different stages. Every procedure of English teaching should be developed steadily and transit naturally. English teaching should be advanced from simple to complex, from easy to difficult. If there is a gap during the procedure, the gap will surely be widely felt, and it will then seriously influence the effect on teaching and learning.Chapter Four is about the problems and analysis of transition from junior to ordinary senior. First, the writer made a survey to some teachers and students in four junior and four ordinary schools of Nanning, Guangxi by questionnaires in order to find out existing problems. In the survey, some existing problems that we have found are: teachers'consciousness of transition is not enough; it's hard for teachers to adjust their teaching strategies for different students with different levels; most ordinary senior students show less interest in English and they are hard to adapt to the teacher's classroom teaching in English. Next, the author compares teaching materials between JEFC and SEFC. There lie great differences between the textbooks which change very quickly so that teachers and students can't use them properly. At last, the author also compares the paper of JGET and NMET and the demand of English curriculum standards for junior and senior students, and the study shows that the present evaluation system causes ineffective teaching and learning.Chapter Five is about some suggestions for a smooth transition. To enable an efficient English teaching and learning in ordinary senior schools, this thesis tries to makes the following tentative suggestions: Firstly, teachers should change their teaching concept by further theory study. More chances offer to junior and senior teachers to exchange their teaching concept and experience. Secondly, teachers should pay close attention to their students, strengthen the emotional teaching, help students use the suitable learning strategies and help them to be autonomous learners gradually. Thirdly, teachers try to use the suitable teaching strategies according to the students'actual situation. Fourthly, the compliers of the textbooks should think fully of the systematical transition of junior and ordinary senior English teaching and learning because students belong to different levels and styles. Teachers also should master the ways of adapting the teaching materials. Finally, it is necessary to reform and improve the present evaluation system, so as to meet the needs of society.Chapter Six draws a conclusion of the thesis and points out some limitations in this research. Though there exists some limitations and further study is needed, the paper is still a good guidance to the teachers for the smooth transition from junior to ordinary senior.