A Comparative Study On Teacher-as-Mediator In The ELT Classroom In Primary School And Junior Middle School

This thesis tries to make a comparative study on teacher-as-mediator in the ELTclassroom in primary school and junior middle school to find out the similarities anddifferences between the two and the problems they have, in order to find ways toimprove teachers’roles of mediator and ensure a smooth transition of Englishteaching from primary schools to junior middle schools. Since the issue of EnglishCourse Standard (experiment draft) of our country by National Ministry of Education,more and more primary schools have begun to offer English lessons. However, thereexits the problem of transition of English teaching from primary schools to juniormiddle schools. In order to solve this problem and achieve the education goal set bythe English Course Standard, teachers play a vital role. Furthermore, the educationalprinciple proposed by the English Course Standard is in line with the theory ofteacher-as-mediator. Therefore, from the perspective of teacher-as-mediator, thisthesis explores the ways to ensure a smooth transition of English teaching fromprimary schools to junior middle schools. The research questions are as following: (1)What are the external factors influencing English teachers’role of mediator in primaryschools and junior middle schools? (2) How well are English teachers in primaryschools and junior middle schools playing the role of mediator? What are thesimilarities and differences between the role of mediator played by English teachers inprimary schools and junior middle schools? (3) What is the current situation oftransition of English teaching from primary school to junior middle school? How isthe role of mediator played by English teachers in primary schools and junior middleschools affecting the transition of English teaching? This thesis initiated thecomparative study of teacher-as-mediator in ELT classroom in primary school andjunior middle school and for the first time it explores ways to improve the transitionof English teaching from primary schools to junior middle schools from theperspective of teachers’role of mediator.This thesis is divided into 7 parts which are Introduction, Literature review,Theoretical basis, Research method, Analysis, discussion and conclusion, Suggestions, Summary. The first part introduces the background, objective and significance of theresearch. The second part gives an overview of the research of teacher-as-mediatorboth from home and aboard and the research of the transition of English teachingfrom primary schools to junior middle schools in China. The third part reviews thetheories of constuctivism, humanism and social interaction relevant toteacher-as-mediator, Piaget’s cognitive development theory and Krashen’s affectivefilter hypothesis relevant to the transition of English teaching and the educationalprinciple of English Course Standard. This part also gives the definition of“thetransition of English teaching from primary schools to junior middle schools”. Thefourth part deals with the research method. The research is done in the Linzi district ofZibo city. As for the method of material analysis, this thesis studies the EnglishCourse Standard, the textbooks and exam papers used in the fifth grade of the primaryschools and the fist grade of the junior middle schools. As for the method ofquestionnaire, 18 junior middle school teachers and 26 primary school teacher areconveyed for how they are playing the role of mediator and 93 junior middle schoolstudents and 100 primary school students are conveyed for how they are studyingEnglish. The questionnaire of teachers is analyzed by SPSS 17.0 and thequestionnaires of students are analyzed manually using percentage. As for the methodof interview, two junior middle school teachers，two primary school teachers，twojunior middle school students in the first grade and two primary school students in thefifth grade are interviewed according to the results of the above researches.Findings are that:(1) English Course Standard facilitates teachers’role ofmediator and the goals it set for primary schools and junior middle schools areconnected;the current evaluation system of English teaching in primary schools andjunior middle schools and their textbooks can have a negative influence on teachers’role of mediator; (2)teachers in primary and junior middle schools mainly think highlyof their role of mediator but their acts are insufficient, especially in inspiring thestudents’motivation and helping them to become autonomous learners; (3)continuousare the interests and confidence and the ability of autonomous learning of students inthe fifth and sixth grade , however, these can be enhanced and need teachers’ mediation.Suggestions: (1)teachers should obtain a deep understanding of English CourseStandard and view the English Course as a whole; teachers should inspire students’interests and motivation in learning English, help the learners become independentlearners and become reflective practitioners through exploring ways of mediatingstudents’English learning; (2)local administrations should develop a scientific andcomprehensive evaluation system for the English teaching in primary and juniormiddle schools and offer connected English textbooks for them.The last part points out the shortcomings of this thesis. For example, practicalmethods for teachers to play the role of mediator should be further explored and if theresearch uses a larger sample, the results will be more accurate.