An Empirical Study Of Contextualized Present Perfect Tense Teaching In Middle School

In recent decades, with the deepen English teaching reform in China, many scholars have done some researches on present perfect tense teaching from different aspects. However, due to the entrenched traditional teaching mode, and various pressure of entering a higher school, isolated present perfect tense teaching and mechanical learning are widespread in middle schools of our country, which make both the teachers and students step into wrong regions. So, time-consuming but poorly-efficient present perfect tense teaching is a widespread phenomenon, students lack of effectively present perfect tense learning strategies, especially the low accuracy in present perfect tense use, which cause pragmatic failures in communication. In the long run, students' English learning interest reduced, their scores are difficult to improve. Therefore, it is urgent to find out effective methods.Scholars' and teachers' do more and more researches on present perfect tense teaching, gradually, contextualized present perfect tense teaching has been accepted by a lot of teachers and students. However, this method is still in a fledging period. This paper brings context theory into English vocabulary teaching, reviews the related English teaching methodology and the former experts' and scholars' research contributions to the context theory, on the basis of these, the author makes an exploration to contextualized present perfect tense teaching. The author puts forward three questions:(1) What are the effects of contextualized present perfect teaching on multiple choice?(2)What are the effects of contextualized present perfect teaching on dialogues?(3)What are the effects of contextualized present perfect teaching on cloze test? Through reading a large number of relevant literature, together with the questionnaire and interview survey, the author taken the Go for it series textbook of Grade Nine as the teaching material, supplemented with relevant practice, The 3-month comparison experiment was carried out in a middle school of Shaoyang, the subjects were from two parallel classes of Grade nine in this school, Considering the limitation and reality of the teaching period, the author put context theory into practice step by step, Contextualized present perfect tense teaching experiment was carried out in the experimental class, from the aspects of linguistic context. It is embodied in the whole process of present perfect tense learning, from presentation, practice to consolidation.While traditional methods were used to the students of the control class. By using SPSS to compare the pretest and posttest scores of the two classes, and analyzing thetwo questionnaires, the results showed that the students of the two classes in the similar level before the experiment, while the situation is totally different after3-month experiment, the scores of the class with the context theory is obviously better than the control class using the traditional method, the students in experimental class paid more attention to the context in which present perfect tense occurs, their learning strategies have improved greatly, accordingly, the learning interest and learning effect have enhanced a lot.Through the empirical study in middle school, This paper finally draw the conclusion: first, contextualized present perfect tense teaching has many positive impacts on the middle school students; what's more, this method could improve the students' strategy of doing the cloze test; At last, the paper also points out the limitations and inspiration of this study, some practical suggestion are put forward for contextualized present perfect tense teaching. It is expected that this study will be helpful to the future researches and the practical English present perfect tense teaching.