An Investigation On Application Of The Classroom Lead-in In English Teaching Of Junior High School

Lead-in is the beginning of classroom teaching,and it does not occupy much time.However,it has an important foundation for the whole lesson.Effective lead-in can activate the classroom atmosphere,attract students' attention,stimulate students' learning interest,strengthen students' learning effects,establish the connection between new and old knowledge and direct students into their learning quickly.In recent years,many scholars have paid more attention to classroom lead-in,and classroom lead-in has been gradually applied to foreign language teaching practice.This study aims to investigate the current situation of the application of classroom lead-in in English teaching of junior high school,which is of certain practical significance for exerting the effectiveness of classroom lead-in in English teaching as well as improving junior high school English teaching.Based on the Constructivism Theory,Krashen's Input Hypothesis and Affective Filter Hypothesis,this study aims to investigate and analyze the current situation of the application of classroom lead-in in the English teaching of junior high school.This study mainly answers three research questions:(1)What is the current situation of the application of classroom lead-in in the English teaching of junior high school?(2)What are the major problems regarding the application of classroom lead-in in the English teaching of junior high school?(3)What are the main causes of the problems regarding the application of classroom lead-in in the English teaching of junior high school?This study takes Xinxiang No.10 Middle School as its research subjects.In this study,40 English classes in Xinxiang No.10 Middle School are observed,20 English teachers and 180 students selected randomly participate in the questionnaire investigation.Additionally,10 English teachers and 10 students are interviewed.This study collects data by means of classroom observation,questionnaire investigation and interviews,and then analyzes and discusses the research data.The research findings are presented as follows:(1)Most English teachers have recognized the importance of classroom lead-in and they have adopted certain classroom lead-in methods to carry out teaching activities.The multimedia lead-in method,the review lead-in method and the direct lead-in method are adopted most frequently.The question lead-in method ranks second place.The free talk lead-in method and the situation lead-in method are employed less frequently.The game lead-in method,the background knowledge lead-in method and lead-in method by story or proverb are adopted at the lowest frequency.(2)The major problems regarding the application of classroom lead-in in the English teaching of junior high school include the following aspects: English teachers rarely take students' needs into consideration when they design the classroom lead-in;English classroom lead-in methods that English teachers employed lack diversity and fun;Classroom lead-in cannot mobilize students' activeness in participation to the greatest extent.(3)The causes for the problems regarding the application of classroom lead-in in the English teaching of junior high school can be presented as follows: English teachers in junior high school do not change their roles in the process of classroom lead-in;English teachers in junior high school do not know much theoretical knowledge of classroom lead-in;English teachers in junior high school seldom make teaching reflection on the classroom lead-in etc.Based on the investigation of the current situation of the application of classroom lead-in in the English teaching of junior high school,this study puts forward the following suggestions for junior high school English teachers:(1)English teachers are supposed to master enough theoretical knowledge of classroom lead-in.(2)English teachers ought to enrich the using of classroom lead-in methods to improve students' interest in learning English.(3)English teachers need to follow the student-centered educational concept and become the guider and promoter of students' learning in the lead-in process.