An Experimental Research On Primary School English Dialogue Class Teaching From The Perspective Of Postmethod Theory

As a language of communication,English not only originates from life,but also serves for life.In order to make the students in primary school master the language better,it is very important for them to study English dialogue class in primary school.Postmethod Theory is not a kind of specific teaching method but a kind of teaching thought based on the three parameters and the ten macro-strategic frameworks.According to the literature review,the author finds that the current research of Postmethod Theory is mainly focused on the theoretical researches,little on practical teaching.And the research objects are mainly students in the high schools or universities,few studies on the primary school students.Therefore,this thesis tries to take the primary school students as the research object to verify the influence of Postmethod Theory on English dialogue teaching in primary school from practice.Based on Postmethod Theory,this research begins by conducting a questionnaire survey on 50 primary school English teachers in the city of Ganzhou,and a semi-structured interview to 10 teachers from a primary school in Zhanggong district of Ganzhou.After analysis,the following problems are found existing in the current primary school English dialogue class: paying more attention to the translation,less to situation creation;more to the mechanical drills,less to the awareness of language and influence of the culture;more to language knowledge explain,less to the ability of using the language and so on,which make the students lose opportunities to perform dialogue in the classroom,so their performance in English dialogue class is not positive enough.In order to solve the problems above,the author chooses two classes with the same level and interest of grade five in Ganzhou for one term's experiment.In the experimental class the ten macro-strategic frameworks of Postmethod Theory are applied to the primary school English dialogue class teaching.Classroom observation is used to observe the teachers' and students' performance in the English dialogue class based on Postmethod Theory.At the end of the experiment,the author conducts an interview on 6 students in experimental class to know their English learning state in dialogue class based on the Postmethod Theory.Finally,the author analyses thepre-test and post-test by SPSS 22.0.Through the classroom observation the author finds that: the ten macro-strategic frameworks of Postmethod Theory can be applied efficiently in the primary school English dialogue class;during the interview it can be known that students' interest in English dialogue class has been significantly improved;through the analysis of SPSS22.0 for pre-test and post-test,data analysis shows that the students' spoken English level has also improved significantly.Through the experimental research of primary school English dialogue class teaching,it can better improve and prove the theoretical study of the Postmethod Theory;it also can improve the teachers' professional quality and guide the reform of English dialogue class teaching in primary schools.