An Empirical Study On Effective Classroom Teaching Behaviors Of English Teachers In Junior Middle School

The effectiveness of English teachers’ classroom teaching behaviors in junior middle school has a dramatic influence on the implement of the English teaching reform to some extent. And the overall goal of English course in the stage of compulsory education is to cultivate the preliminary ability of comprehensive language application, to promote the development of students’ minds and to enhance their comprehensive humanistic quality through English learning, which can be achieved by the way of boosting and improving the effectiveness of English teachers’ classroom teaching behaviors and it is one of the most important ways. A new curriculum reform has brought new thinking and new concepts and thus both teachers’ teaching behaviors and students’ learning ways have changed dramatically and substantially. Under this background, the research of the effectiveness of English teachers’ classroom teaching behaviors in junior middle school has a theoretical and practical significance.This paper uses the methods of questionnaire and classroom observation to acquire the first-hand material and data based on the three main teachers’ classroom teaching behaviors that consist of presentation behaviors, dialogue behaviors and guidance behaviors. And the purpose of the research is to roundly analyze the potential problems in English classroom teaching and to propose strategies of improvement, and accordingly to enhance the effectiveness of English teachers’ classroom teaching behaviors in junior middle school. The author finds out five problems that existed in English classroom teaching in junior middle school, which consist of classroom language, the use of multimedia, classroom questioning,classroom discussion and blackboard writing. And the specific manifestations of these problems are the low quality of classroom language, classroom questioning,classroom discussion, over dependence on multimedia and irregularity of blackboard writing, which have a direct influence on the effectiveness of English teachers’ classroom teaching in junior middle school and consequently it is quite necessary to come up with the holistic and specific strategies to optimize English teachers’ classroom teaching behaviors. From the perspective of holistic strategies, the author of this paper put forward that insisting the idea of effective English teaching, facilitating the professional development of English teachers and enhancing the ability of practical English teaching; while form the viewpoint of specific strategies, the author proposes that improving the quality of classroom language, classroom questioning, classroom discussion, making rational use of multimedia and regulating blackboard writing, which are based on the potential problems found in the data analysis.