A Study On Anchored Instruction In Oral English Teaching In Junior Middle School

Oral English,as an output skill,plays an important role in students’ daily study and life.However,the traditional oral teaching model is single,the classroom atmosphere is not active,students repeat mechanically,there are big problems in their oral English,and most students are unwilling to speak English,and their oral level is generally not high.With teachers’ teaching concepts continuous updated,more and more new teaching models have been introduced into the classroom.As a new teaching model,the anchored teaching method has been applied to the teaching field of many subjects,and most researchers pointed out that compared to the traditional teaching mode,the anchored teaching method has better teaching effects.However,there are few researches on the application of anchored teaching method to spoken English,and the influence of anchor point setting on the teaching effect in different situations in anchored teaching has hardly been studied.Therefore,the author uses the recent development area and situational learning theory as the theoretical framework,and through educational experiment,questionnaire survey and interview to explore the teaching effect of anchor point setting in different situations in oral English teaching.The research questions of this study are as follows:(1)Do the three oral teaching modes of anchor setting in suspense,life and information situations have an impact on students’ oral grades and interests?What are the impacts?(2)If the three oral teaching modes of anchor setting in suspense,life,and information situations have an impact on students’ oral grades and interests,are there any differences in their effects?What are the reasons?(3)Are there any problems in the application of the three oral teaching modes of anchor setting in suspense,life,and information situations?If so,how can they be improved to make them more effective in teaching?In this study,students in three classes with equivalent oral proficiency in the eighth grade of Xinying Middle School in Rizhao were used as the experimental subjects.A total of 165 students were involved in a two-stage experiment.In the first stage,the three classes were respectively anchored in the suspense situation,life situation and information situation to carry out oral teaching.The experiment lasted for one semester.In the second stage,first conduct questionnaire surveys and interviews with students to see their attitudes and suggestions for the new oral teaching model,and then implement improved anchored teaching methods in three classes.The experiment lasted for another semester.The results of the study found that the three oral teaching modes of anchor setting in suspense,life and information situations can all improve students’ oral grades and interests in oral English,but the class with anchor setting in suspense has the best effect.The reasons for the differences in oral English scores are:1)different levels of oral participation 2)different cooperative learning effects;the reasons for differences in student interests are:1)different vocabulary and pronunciation barriers and 2)different classroom forms.Improve the problems in the teaching mode of anchor setting in suspense situations and summarize the suspense situation anchoring teaching method suitable for junior high school English oral teaching.