A Case Study On English Dialogue Instruction Of Junior High School Based On ARCS Model

Dialogue instruction is a teaching form in the context of new curriculum reform, which respects subjectivity, pursues humanity and embodies creativity. English as a subject of teaching language, it is not only about learning linguistic knowledge or mastering language skills but also a dialogue instruction between two languages and cultures. Dialogue instruction of junior high school English aims to promote language learning and comprehensive practical abilities of English. While in the practical teaching of junior high school, due to the teachers’ one-side understanding of English dialogue instruction, the implementation process has changed its way, and ultimately causing the inefficiency of English teaching. Therefore, it has practical significance in studying dialogue instruction of junior high school English.According to the ARCS Model as the analysis framework of dialogue instruction of junior high school English, the author makes a thorough analysis of six ordinary teaching cases which are taught by three junior high school English teachers. Taking the four elements of the ARCS Model-attention, relevance, confidence and satisfaction as a cut-in point, six class teaching records as study cases, the author makes a status analysis of two dialogue types in dialogue teaching of junior high school English and draws a conclusion of common problems in dialogue teaching of junior high school English. On this basis, the author gives some applicable and practical suggestions for junior high school English Teachers for effective development of dialogue instruction from the four points of attention, relevance, confidence and satisfaction, in order to promote the effectiveness of English teaching in junior high school. The thesis consists of three parts:the first part is the basic part of this research, mainly introduce the research origin, problems and significance, research methods and approach; make a systematic account of the literature review of dialogue instruction and English dialogue instruction both at home and abroad, so as to lay a theoretical foundation of the research; interpret some core concepts and give an introduction of the analysis framework. The second part is the application part. In this part, the author makes the ARCS Model as the analysis framework; studying the practical means state of two types of dialogue instruction of junior high school English from four elements as cut-in point. Then the author makes an analysis and summary of the general problems in dialogue instruction of junior high school English and puts forward some relevant suggestions on the implementation of dialogue instruction for junior high school English teachers on the basis of four elements of ARCS Model. The third part is the conclusion part, based on the reflection of former content, the author presents the deficiency of this research and make an expectation of the further research.