An Intervention Study Of "blank Presupposition" Teaching On English Expression Self-efficacy Of Lower Grade Students

The concept of “blank presupposition” means to deliberately give “space” to students in order to give full play to students' subjective consciousness in teaching,so that students have more independent space for expression and play,which is in line with the contemporary teaching theory of constructivism.Through an experiment which involved teaching primary students English in a classroom,this paper compares the effects of different teaching methods defined as “blank” and“overflowing” to analyze the self-efficacy of English expression,autonomous motivation,and academic achievement of junior students.The goal was to explore an effective teaching model designed to improve the ability of students to actively express themselves while learning English.The main results follow:(1)In the pre-test stage,a significant correlation was observed between academic achievement,oral expression skill,general self-efficacy,and writing self-efficacy,while in a post-test stage,a significant correlation existed between those self-efficicacy and self-confidence.(2)The oral expression self-efficacy of the students in the post-test stage was better than that of the students in the pre-test stage.In the pre-test stage,a significant difference was observed between the variances of the experimental and control groups.That is,listening,speaking,reading and writing self-efficacy,reading self-efficacy,and writing self-efficacy in the control class was better than that of the students in the experimental class.In the post-test stage,the self-efficacy of the students in the experimental class was better than that of the students in the control class.(3)In the pre-test stage,the variance of the experimental group was equal to that of the control group meaning no significant difference existed between the two groups.In the post-test stage,a significant difference was observed between the variances of the experimental and control groups.That is,the language expression scores of the students in the experimental class were significantly higher than those of the students in the control class.In the post-stage,the language expression scores of the experiment group were higher than those of the control group.(4)In the pre-test stage,a significant difference in listening,speaking,reading,and writing self-efficacy was observed between males and females,indicating that a gender difference existed before intervention.That is,the pretest scores of girls were significantly higher than those of boys.But after intervention,no gender difference was found.Conclusions: The teaching design of “blank presupposition” can effectively cultivate a sense of self-efficacy and language expression ability in junior students.In the English autonomous expression,the students in the experimental class using“blank presupposition” had a higher rate of correct answers,used more diverse sentence patterns,were more fluent in thinking,and had richer imaginations than the students in the control class.Therefore,in the evaluation of English expression,the teaching of English which employed “blank presupposition” provided significantly better results than the results for the control class.