An Empirical Study On English Teaching In Junior-Senior Transition Period

Compared with junior high school English course,senior high school English course puts higher demand on general English knowledge and ability.Most students have a hard time to adapt to senior high school English course because of the large knowledge span,more difficult teaching materials and more difficult examinations.For those students who fail to adapt to senior high school study,they may lose confidence in English learning.This phenomenon could be explained by students’ low self-efficacy.This paper tries to find out two relationships: one is English teaching in junior-senior transition period and self-efficacy,another is students’ scores and English teaching in junior-senior transition period.The thesis plans to answer the following questions: Compared with the traditional teaching method,to what extent does the English teaching in junior-senior transition period affect students’ scores? Compared with the traditional teaching method,to what extent does the English teaching in junior-senior transition period affect students’ self-efficacy?To answer these two questions,the author conducted an empirical study in Jianghua County No.1 Middle School from September3,2019 to September 26,2019.64 students in class13 and 58 students in class17 were chosen as the research subject.Class 13 is the experiment class(EC)and class 17 is the control class(CC).The 122 students were taught by the same English teacher.Scores of 122 students’ high school entrance English examination were compared before the experiment.The purpose is to find out if students in class13 and class17 are at the same English level.Self-efficacy questionnaires were given to students at the beginning of the experiment.The students in the experimental class were taught with English phonetics and grammar in junior-senior transition period before they learned the senior high school English textbooks,while students in the control class studied the senior high school English textbooks directly.Scores of two English examinations were collected after the experiment.They were the mid-term examination and the final examination.Students completed the same questionnaires again on January 5,2020.After the research,three conclusions were made as follows: The English teaching in junior-senior transition period is beneficial for students’ self-efficacy and scores.The change of self-efficacy in the experimental class is greater than that in the control class.The improvement of scores in the experimental class is greater than that in the control class.Hopefully,this study is of help for related researches of English teaching in junior-senior transition period.