An Empirical Study On Implicit Group Teaching Of English In Junior High School

The thesis is on the study of group teaching, and it is about the experiment the author conducts in the English classes, with a purpose of enhancing students’ learning of English and improving the efficiency of classroom English teaching. Group teaching is not only suitable for all the students but also protects the students’ self-esteem and self-confidence according to their individual differences. Meanwhile, it is to the benefit of excavating the students’potentiality in each group. In addition, implicit group teaching pays close attention to the students’physiological and psychological characteristics, follows the language learning rule, strives to meet the students’need of different types and different levels, makes every student develop physically and guarantees the students in each group get the progress in English learning. The author holds that implicit group teaching can help the personality development of the students.Considering all the above, an experimental research was carried out in Tianjin No.32Middle School from Sep.2011to Dec.2011. The author chose Class7Grade8as the control class, which was taught in the traditional instruction. At the same time, the author chose its parallel class---Class Eight as the experimental class, which was taught in the way of implicit group teaching. The author tries to find out whether implicit group teaching influences students’achievement and interest and how it affects them, so as to explore more efficient ways of instruction. And in order to find out the teaching effect, before and after the experiment, two test papers (pre-test paper and post-test paper) were used to investigate students’performances on English achievement. Meanwhile, a questionnaire investigation on English learning was also carried out in the study to find out students’learning situation before and after the experiment. According to the statistical analysis, the author finds that implicit group teaching shows its advantages over the traditional one. It is more effective in helping each student make progress.