An Action Research On Improving English Teachers’ Responses To Students’ Answers In Junior Middle School

With the development of Curriculum Reform of Elementary Education, effective teaching and efficient class become the focus of concentration. More and more curriculum and teaching experts have begun to realize the importance of classroom teaching efficiency. They’re looking forward to improving students’academic achievements by optimizing teachers’teaching behaviors. Therefore, research on junior middle school English teachers’responses to students’answers (ETRSA) has a very important theoretical and practical significance in promoting the quality of English teaching.The whole dissertation includes six parts.Chapter1is introduction. The author puts forward the importance of this research from effective teaching and classroom interaction at first. Current situations and problems of ETRSA in junior middle school are discovered after the author conducts a questionnaire. Moreover, research contents as well as research significance and methods are pointed out.Chapter2is literature review. The author reviews the status quo of ETRSA by reviewing the literature both abroad and at home. Then the author puts forward theoretical basis for studying junior middle school ETRSA. In short, empirical research on ETRSA both abroad and at home is quite rare and this research will enrich the research contents about ETRSA at home.Chapter3is construction of ETRSA framework. Being instructed by the above theories and integrating present analysis framework of ETRSA from home and abroad, the author constructs an analysis framework of ETRSA from different dimensions. Chapter4is a detailed description of this research. The author conducts a12-week period collaborative action research according to the above theoretical guidance in a junior middle school in Wenzhou. The author selects five junior middle school English teachers to be research subjects and some effective strategies of ETRSA are explored by implementing research methods like classroom observation, investigation research, and case study and using research instruments like Flanders Interaction Analysis System (FIAS), etc.Chapter5is results and analysis. The author mainly analyzes the effects and changes of junior middle school ETRSA between pre-research and post-research. The results show that efficient ETRSA can promote classroom interaction and improve teaching efficiency; can promote students’further thinking and develop their critical thinking ability; can optimize English teachers’teaching behaviors and facilitate their professional development.Chapter6is conclusion. Based on summary of the whole research, suggestions to school, teachers and students are put forward. To school administrators, strategies of teacher training, reward policies and collaborative research are suggested. To teachers, strategies of utilizing different types of ETRSA based on different situations, optimizing teachers’discourse, giving ETRSA from different perspectives and being a good listener are raised. To students, strategy of forming feedback-committee is given. Finally, research limitations and suggestions for further study are pointed out.