An Empirical Study On The Effects Of Incentive Teachers' Responses To Students' Answers On English Learning Of Junior High School Students

In the process of the new curriculum reform,the new teaching concepts are also constantly developing.More and more attention has been paid to the application of teachers' responses to students' answers(TRSA)in English teaching.In teaching,teachers' questions lead to students' answers,and teachers' immediate response and treatment to students' answers are important parts of classroom teaching.As an important teaching method,the superiority of dialogue teaching in teaching is becoming more and more prominent.However,domestic researchers have little research on TRSA and dialogue teaching(DT),and many studies have only done investigation on them.There are few relevant empirical studies have been done.Therefore,this research combined DT with incentive TRSA together and explored the effects of incentive TRSA on junior high school students' English learning from the perspective of DT.This research explored the influences of incentive TRSA from the perspective of DT on English learning of junior high school students in three aspects: the changes in oral English achievement,English learning motivation and classroom participation of students.The following questions were discussed.1.What effect does the incentive TRSA from the perspective of DT produce on junior high school students' ability of oral English?2.What effect does the incentive TRSA from the perspective of DT produce on junior high school students' English learning motivation?3.What effect does the incentive TRSA from the perspective of DT produce on junior high school students' participation in the classroom?In the research,the participants were 91 students from the Ninth Junior High School in Yuci,Shanxi Province in Grade two.They were randomly divided into two classes: experimental class(EC)and control class(CC).The experiment was carried out for one semester in the school.Before the experiment,the researcher gave out the same English learning motivation questionnaire and oral English test to the students in EC and CC and investigated the English learning motivation and oral English proficiency of them.During the experiment,the researcher used the incentive TRSA from the perspective of DT in EC,while the conventional teaching method in CC.In addition,the teaching materials and hours used in the two classes were the same.Before the end of the experiment,the students' English learning motivation questionnaire and oral English test were sent out again to investigate the changes of students' English learning motivation,and oral English proficiency after the experiment.Then,based on the results of classroom observation,the researcher analyzed the changes of students' participation in class before and after the experiment.Finally,the researcher conducted an interview with six students in EC in order to understand their attitude towards the incentive TRSA from the perspective of DT.Major findings of the research were as follows.The incentive TRSA from the perspective of DT should be used in English class,which has a positive impact on students' English learning.First of all,although the overall English scores in EC did not improve significantly,the oral English ability improved significantly.The data showed that the oral English scores in EC and CC were all improved after the experiment,but the oral English scores in EC improved significantly before and after the experiment.Secondly,the English learning motivation of students in EC has been significantly improved,which was reflected in three aspects: intrinsic learning motivation,extrinsic learning motivation and self-efficacy.Moreover,the results of classroom observation showed that after the experiment,the participation of students in EC increased and they were more willing to participate in the dialogue.Finally,the results of the interview showed that most students were interested in incentive TRSA and they held a positive attitude towards incentive TRSA.Some positive results have been obtained in this research,but there were still some limitations.Finally,some suggestions were put forward to provide the reference for English teaching in the future.