On The Construction And Application Of The Model Of English Listening And Speaking Teaching In Junior High School Based On The View Of English Learning Activities

The Compulsory Education English Curriculum Standards(2022 Edition)proposes an English learning activity perspective.Under the guidance of thematic meaning and relying on discourse,students can learn through experience,apply what they have learned in practice,innovate by transferring knowledge actively and collaboratively using language and cultural knowledge to develop learning abilities and thinking qualities.The aim is to achieve a transformation from knowledge acquisition to core literacy.However,current teaching methods for listening and speaking in junior high schools generally rely on imparting listening skills mechanically practicing oral expression.This results in fragmented English comprehension and inadequate expressive ability.Therefore,based on "learning by doing" theory,"post-method" theory,support framework theory as well as the perspective of English learning activities proposed above,this study constructs a novel teaching mode called "Shou Han Jing Wei" for ESL classes aimed at junior high school students.Through empirical research methods such as experimental research method,questionnaire survey method and interview method,this new approach has been applied with Chongqing D middle school’s Grade two Junior High School Students so that effective classroom instruction may continue while meeting subject-based education requirements.Research has found that prior to the use of the "Shou Han Jing Wei" teaching mode,students had room for improvement in terms of their listening and speaking scores as well as their level of interest.However,after implementing the "Shou Han Jing Wei" teaching mode,both learning interest and academic performance in listening and speaking showed pronounced improvements.Based on these research conclusions,recommendations have been put forward for junior high school English teachers delivering listening and speaking classes:(1)Place emphasis on questioning techniques and timing to inspire students’ curiosity;(2)Design immersive activities within authentic situations to guide student learning;(3)Focus on core literacy goals while implementing a comprehensive approach to classroom instruction evaluation.