An Exploration Into The Relation Between Teachers’ Expectation And Students’ English Achievements In Junior Middle Schools

Teachers’ expectation is a kind of emotional effect and a possible prediction of the students’development in the future. The first study of teachers’ expectation occurred in1968，Rosenthaland Jacobson conducted an experiment of the classroom Pygmalion, published its results and putforward teachers’ expectation. Later, the study of teachers’ expectation at home and abroad wasextremely comprehensive, which covered related aspects of teachers’ expectation, such as itsformation, transfer and effect.Throughout the situation of the primary and secondary education in China, the size of a classis very big. The teachers can’t pay attention to all students. So many teachers have to scarifysome students to ensure advantages of the other students in development. And teachersconcentrate on the good students, which makes good students better, makes the bad studentsworse as well. This phenomenon exists widely in the English teaching in junior middle school. Inview of this phenomenon, the author puts forward an exploration into the relation betweenteachers’ expectation and students’ English achievements in junior middle school.The realization of teachers’ expectation is a process. The students perceive teachers’supporting behaviors, then it has an effect on the students’ inner psychological state-achievementmotivation, at last, it affects the students’ behaviors, study and achievements. Therefore, on thebasis of the study in the past, the research focuses on two important factors, that is, teachers’supporting behaviors and students’ achievement motivation. It combines the two factors toexplore the relation between teachers’ expectation and students’ English achievements in juniormiddle school.The research focuses on three questions: What is the overall situation in English teachers’expectation in junior middle school? Does it have the differences because of the difference in sexand grade? What is the situation of students’ perception teachers’ expectation? What is therelation between teachers’ expectation and students’ English achievements in junior middle school?And the research combines two methods, quantitative study and qualitative study, makes use ofquestionnaire, interview and class observation. It relies mainly on questionnaire, selects onejunior middle school in Jinan, takes the measure of random sampling investigating in two classes of each grade. The number of student subjects is300. Three teacher subjects are selected from thesix classes. The research result is as follows:1. The level of English teachers’ expectation for students in junior middle school is higherthan the average.2. In junior middle school, the English teachers’ expectation has differences because of thedifference in sex, grade and class leader. In detail, English teachers hold higher expectation forschoolgirls and class leaders, and possess lower expectation for schoolboys; and English teachersprefer the students who have good grades.3. The good students who can get high grades, schoolgirls and class leaders can perceiveteachers’ supporting behaviors.4. English teachers’ expectation plays a part in teaching by students’ perception of teachers’supporting behaviors and students’ achievement motivation. Teachers’ supporting behaviorsinclude studying supporting, ability supporting and emotional supporting. In a word, Englishteachers’ expectation has a profound effect on students’ achievements in junior middle school.In conclusion, the author puts forward the appropriate suggestions for the English teachersand English teaching in junior middle school: English teachers should hold the right expectationfor the students and believe that everyone has the development potential; cultivate the students’achievement motivation and appreciate students; build a harmonious and equal relationshipbetween teachers and students so as to enhance their affective interaction.