An Action Research On The English Teaching Mode Of Leading,Activity,Presentation And Evaluation In Senior High School

Without the native environment,it is much too difficult for Chinese students to learn English well,especially for the unmotivated underachievers,who know less English and have formed worse English learning habits.As English teachers,how should we inspire these students,cultivate their English learning habits and improve their English academic performance? To solve these problems,the researcher developed an action research on the English Teaching Mode of Leading,Activity,Presentation and Evaluation(TMLAPE hereinafter)in senior high school.Based on the localization of English teaching in Yunnan Province,this study attempted to examine whether TMLAPE was effective to arouse the senior students’ English learning motivation,lower their problem behaviors in the English class and improve their English academic performance or not.Also,this study intended to find out the advantages and disadvantages of TMLAPE so that it could be further perfected to benefit the management of the unmotivated underachievers.Based on constructivism,the comparative analysis of the Experimental Class(EC hereinafter)and the Controlled Class(CC hereinafter)and the quantitative and qualitative analysis were adopted in this study.For quantitative analysis,pre-test,post-test,pre-questionnaire,and post-questionnaire were designed to answer Research Question 1(RQ 1 hereinafter)and Research Question 2(RQ 2 hereinafter).Data analysis included descriptive statistics and independent samples T test by SPSS.17.0.For qualitative analysis,after the experiment,6 students of EC and 6 English teachers of Grade 1 were interviewed to answer Research Question 3(RQ 3 hereinafter).All reflections about TMLAPE were recorded,processed and collected in the thesis.The results of quantitative data analysis showed that before the experiment,there was no significant difference in the senior students’ English learning motivation and English academic performance between EC and CC.After the experiment,there was a significant difference in the senior students’ English learning motivation and English academic performance between EC and CC.The results of qualitative data analysis showed that TMLAPE was effective to inspire the senior students to take part in the class actively and behave themselves.The findings of this study are as follows:(1)TMLAPE is effective to improve the senior students’ English learning motivation.(2)TMLAPE is effective to improve the senior students’ English academic performance.(3)TMLAPE is effective to reduce the senior students’ problem behaviors in the English class.In order to carry out this teaching mode effectively,English teachers should keep the following suggestions in mind:(1)TMLAPE emphasizes the student-centered teaching under the instruction of English teachers.English teachers should lead in the new lesson and introduce the language points in less than 20 minutes.Meanwhile,English teachers need to design the class activities based on the students’ learning actuality and the teaching syllabus,ensure the reasonable distribution of group members and maintain the class discipline while developing the group activities.Moreover,English teachers need to reach an agreed standard to evaluate their students and the class evaluations must be put into use to guarantee the success of TMLAPE.(2)Class is a flexible and changeable art.In order to settle into the development and reform of English teaching,it is necessary for English teachers to accept the new teaching ideology and establish the concept of lifelong learning.In order to control the flexible class more smoothly,it is also necessary for English teachers to develop the student-centered teaching,improve the professional quality and strengthen the abilities to teach and manage the students.