An Experimental Study On The Effect Of Holistic Instructional Design On English Language Competence Of Junior High School Students

The English curriculum standard for senior high school(2017 version)puts forward that English subject core competencies is the focus of English Teaching in middle schools,which promotes the transformation of English classroom teaching mode.English subject core competencies include: language competence,cultural awareness,learning ability and thinking quality.Among them,English language competence is the important basic element in the core competencies,and it is also the basis of cultivating other core competencies.At present,teaching design is usually carried out in a single class hour,with each class hour isolated and knowledge separated,which is not conducive to the cultivation of English subject core competencies.Holistic instructional design is one of the effective ways to cultivate students’ English subject core competencies.It takes students’ cognitive level and learning needs into consideration and designs the whole unit teaching.At present,how to improve students’ core competencies in English teaching,especially the cultivation of English language competence by holistic instructional design,has become the focus of research.Therefore,this study aims to explore the effect of holistic instructional design on the cultivation of junior high school students’ English language competence and interest.1)What is the effect of holistic instructional design on the cultivation of Junior high school students’ English language competence?2)What is the effect of holistic instructional design on the interest in learning English language of Junior high school students?This study employed the experimental research method with a duration of two months and 103 junior high school students in a middle school in Foshan were taken as the research subjects.The experimental class(51 students)implemented the holistic instructional design;the control class(52 students)did not have experimental intervention.During the experiment,the two classes conducted the questionnaire of middle school students’ English language competence and interest,the pre-test and post-test of English language competence,and the interview of students’ English language competence and interest.The data were analyzed by SPSS 22.0.The main statistical analysis methods are reliability and validity test,independent sample t-test and paired sample t-test.Through data analysis,the findings are as follows:(1)Holistic instructional design has a positive effect on junior high school students’ English language competence.Through the analysis of the promotion range of four dimensions,it is found that the promotion of “speaking” is more effective.(2)Holistic instructional design has a positive effect on junior high school students’ interest in learning English language.Through the analysis of the promotion range of four dimensions,it is found that the promotion of “listening” and “speaking” are more effective.This study shows that the holistic instructional design helps to improve students’ English language competence and interest,which is worthy of application in teaching practice.However,the expansion of holistic instructional design in the breadth and depth of teaching content challenges teachers.It is worth further exploring how to effectively carry out holistic instructional design so as to promote the cultivation of students’ English language competence and interest.