A Study Of Existing Problems And Measures For English Teaching In The Transition From Junior Middle School To High School

With the development of English curriculum reform in China’s basic education, English teaching in junior and high school has received growing attention, and the students’overall English level has been improved obviously. Among the many influencing factors, the most important one is the smooth transition from Junior Middle School to High School. However, in general, the current English teaching of this stage is still not satisfactory, mainly for lacking of independent theory and practice to draw upon. After transferring from Junior Middle School to High School, students encountered great changes in teaching content and methods, which makes it hard for teachers to teach. Therefore, it requires teachers to take positive measures so as to have a smooth transition, In this research the author focuses on the existing problems, changes, influencing factors, and measures to be taken in order to find out corresponding solutions, thus raising the quality of English teaching in Junior and Senior Middle School.According to some domestic research, the basic English education (English teaching in Junior and Senior Middle School) is still not perfect, as there is no independent English teaching approaches based on sound theories. A worthwhile subject is how to achieve smooth transition of English teaching from junior middle school to senior middle school, which is not only related to the students’interest in English learning, but also affects the efficiency and performance of students’English learning. In the transition stage, students have to face immediately a tremendous contrast, such as doubled vocabulary, elongated sentences, broad knowledge base, driving them too busy to attend to. In addition, coming from different learning environment, students with different learning habits and methods do not adapt to it, therefore, they do not know what to do, feeling very confused and weary, and some even give up. Therefore, the aim of this study is to analyze the causes of this phenomenon, find out the concrete measures, and explore strategies, thus helping students develop interest and confidence in learning English, and helping teachers better understand students so that they become competent in English teaching in Grade One of Senior High School.The research is based on constructivism and second language acquisition theories, intending to answer these central questions:(1) what reasons made it difficult to teach the students in Grade One of high school?(2) what kind of changes happened to students’ psychology in the transition period?(3) what measures should teachers take to make the two achieve smooth transition and effective convergence? This research focuses on both teachers and students and puts forward the countermeasures so as to realize smooth transition,In the experiment, the subjects are chosen from two classes of Senior Grade one in an ordinary complete middle school in Liaoning province. During the three-month study and survey, the author uses the qualitative research methods such as interview and questionnaires. From the survey, the author finds the existing problems, discusses the ways to solve them, and helps the students understand what they are learning more thoroughly. At the same time, students’passion for learning English has been greatly inspired by creating an interesting and meaningful teaching circumstance. The findings of the research show that solving the problems existing in the transition of English teaching between junior middle school and senior middle school is helpful to improve English teaching. At last, the author concludes the limitation of the experiment and puts forward some questions that need to be studied urgently in the future. The author hopes that further study will be carried out by researchers and teachers in this field.