An Experimental Study On Transition Teaching In Senior One English Teaching

With the development of educational reform,the issue of inconsistency of English teaching from junior high to senior high has broadly aroused the attention of experts,scholars and teachers.Although the problem has been studied by many people in recent years,it still hasn't been totally solved.The reform of college entrance examination presents new requirements for students' capability of language application and key competence.As teachers,we should think about how to help students make a good start which is critical in their study.Many differences exist between junior and senior high school English learning.Students' issues of psychology,basic knowledge and learning strategy during the transition period shouldn't be neglected.Without teachers' guidance,long-term problems may arise in students' learning.Basing on the current research situation,the writer attempts to solve the following questions in this paper:(1)Can transition teaching promote students' using of English learning strategy?(2)Can students' English test scores be improved through transition teaching?The paper aims to discuss English Transition Teaching from junior high to senior high based on the theory of "Zone of Proximal Development" from Vygotsky,and language learning strategy,120 students in Class 23 and Class 24 of Grade 1 in Tai'an NO.2 Middle School are chosen as the subjects of the study.At the beginning of the semester,a questionnaire is handed out to collect the information about the usage of students' language learning strategy.Based on the results,the plan of transition teaching is made.An English test is carried out to get the initial scores of students.The transition teaching towards Class 24 lasts for 7 weeks,containing guidance on the use of learning strategies and basic knowledge of English.While there is no transition teaching in the control class.After the transition teaching,the same questionnaire and a new test are conducted to collect the latest data.And a stratified sampling of 9 students from Class 24 are requested to have an interview,aiming to obtain their ideas about the transition teaching.By comparing the results of the questionnaires,test scores and interview,the effectiveness of transition teaching is confirmed.The findings of the study indicate that transition teaching can promote students' using of learning strategy and improve their English test scores.To ensure a smooth transition,the following approaches are recommended:(1)Teachers need to figure out the differences and similarities between junior and senior high,deciding on the starting point of transition teaching.(2)Teachers should combine English learning strategies with transition teaching.(3)Teachers should lay emphasis on students' zone of proximal development and make full use of scaffolding instruction in teaching.