An Experimental Research Of Junior High School English Integrated Listening-speaking Teaching Based On English Learning Activity Concept

English listening and speaking skills are an important measure of a student’s overall language aptitude in junior high school,as well as the cultivation objectives of English courses in compulsory education.What’s more,English listening and speaking skills have been the part of Senior High School Entrance Examination in Jiangsu Province since 2009.As a result,cultivating junior high school students’ English integrated listening and speaking skills is critical.Although significant progress has been made in the teaching of English listening and speaking in junior high school since the implementation of the English Curriculum Standards for Compulsory Education(2011),there are still many issues in the conduct of English listening and speaking teaching in junior high school due to factors such as differences in teaching conditions,students’ personalities and students’ learning styles.As a result,exploring a reasonable and effective English integrated listening-speaking teaching mode in junior high school is a longterm endeavor.Under the guidance of English Learning Activity Concept and the cultivation objectives in English Curriculum Standards for Compulsory Education(2011),this research used questionnaires and experimental research to investigate the following questions based on Input Hypothesis and Output Hypothesis,Constructivism,and Bloom’s Taxonomy:(1)Is there fragmentation between listening and speaking skills and is there poor classroom engagement in English listening and speaking teaching in junior high school?(2)Can the English integrated listening-speaking teaching mode based on English Learning Activity Concept be designed to improve fragmentation of listening and speaking skills and poor classroom engagement?(3)Can the English integrated listening-speaking teaching mode based on English Learning Activity Concept effectively improve students’ English listening-speaking test results in junior high school?This research was mainly based on the quasi-experimentation method,supplemented by questionnaires,tests,and interviews.A total of 85 students from two parallel classes in a junior high school in Wuxi volunteered to be the participants of the research for a seventeen-week teaching experiment.The traditional PWP listening-speaking teaching mode was adopted in the control group while the integrated listening-speaking teaching mode based on English Learning Activity Concept was adopted in the experimental group to verify how the new listeningspeaking teaching mode influences the listening and speaking performance of junior high school students.The experimental results indicated that:(1)Students in the experimental group demonstrated a significant increase in their interest as well as their engagement in integrated listening-speaking activities;(2)Students in the experimental group expressed satisfaction with the integrated listening-speaking teaching mode based on English Learning Activity Concept;(3)Students in the experimental group demonstrated a significant increase in their integrated listening-speaking test scores following the experiment.The following conclusions are drawn from applicable theories and comparisons to past research:(1)There is fragmentation between listening and speaking skills and there is poor classroom engagement in junior high school English listening and speaking teaching,so it is necessary to design a new English integrated listening-speaking teaching mode.(2)The new English listening-speaking teaching mode based on English Learning Activity Concept in junior high school can significantly increase integration of listening and speaking skills and their classroom engagement.(3)The English integrated listening-speaking teaching mode based on English Learning Activity Concept can help students improve their integrated listening-speaking test results.To sum up,this research established a new English integrated listening-speaking teaching mode based on English Learning Activity Concept in junior high school,This enriched junior high school English listening-speaking teaching modes.It also generates new ideas for cultivating students’ integrated listening-speaking performance and significantly improves the integrated English listening and speaking abilities of junior high school students,laying a solid foundation for junior high school English listening-speaking teaching.However,junior high school English listening-speaking teaching mode based on English Learning Activity Concept must be refined through ongoing experiments and revisions because the experimental conditions,sample sizes,and personality characteristics vary.