A Study On The Current Status Of English Hidden Curriculum In Junior Middle Classes

Hidden curriculum, a necessary component of the complete curriculum system, plays an important role in carrying out manifest curriculum. The State Curriculum Reform is also a good example to show the fact that hidden curriculum is gradually put into practice. This also suggests that hidden curriculum has already become an inevitable part of our daily teaching work. The study of English hidden curriculum, however, is far from satisfactory. No monographs of English hidden curriculum can be found. What makes it worse is that only a few theses dealing with the theory of English hidden curriculum and the construction of the campus culture have appeared in some journals. But they all fail to mention the practical use of English hidden curriculum, not to mention the impact on the classroom teaching. Given this fact, the author tries to find out how the hidden curriculum is applied in Junior Middle School classes by means of some research methods. Hopefully it can be of some help to the implementation of English hidden curriculum.In order to achieve this goal, basing on the theories of Implicit Learning and Second Language Acquisition, the author carries out a research which covers three aspects:the teachers'cognition of English hidden curriculum, the substance constitute and spirit constitute of English hidden curriculum. Simultaneously 10 English Classes are observed to find out whether English hidden curriculum is used in class teaching. In the meantime, the author also tries to discover the differences among three different grades. To consolidate the research, the author interviews five head teachers who don't teach English.The findings are listed below. First, most Junior Middle English teachers lack the knowledge of English hidden curriculum. Second, English elements used for the decoration of classroom are not objective and sufficient enough. Third, the atmosphere of English learning in the class needs to be enhanced. Fourth, the evaluation system of English learning in most classes is not perfect, for it lays special stress on the assessment of English tests. Fifth, the teachers and the students are, in general, short of interaction. Sixth, the relationship between students is so good that they can influence each other easily. Seventh, most teachers can develop the hidden resources like emotion factors well, but they are unable to explore hidden teaching resources successfully. Eighth, both teachers and students attend few English after-class activities. Ninth, the utilization level in Grade seven is higher than that in Grade nine. Tenth, the influence of the head teachers who teach English is stronger than the head teachers who don't teach English.According to the above discussion, some suggestions are put forward. First, Junior Middle English teachers'cognition level of English hidden curriculum should be improved so that we can accomplish the construction of the curriculum. Second, an advantageous substance condition for English learning needs to be created in order to form a favorable atmosphere for English learning. Third, an advantageous spirit condition for English learning is also necessary, for it can help to constitute a favorable culture atmosphere. Fourth, we should have a clear picture of the English teaching aims because only in this way can we make an effective use of English hidden curriculum. Fifth, we need to let more people to know English hidden curriculum by enhancing the communication and cooperation with the head teachers who don't teach English.