scholarly journals The Application of TBLT to English Reading Teaching in Junior High School

2021 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Qian Zhou
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
High School English ◽  
Teaching Activities ◽  
English Reading ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Reading Teaching

This paper demonstrates the restriction of traditional English reading teaching means, and further debates the feasibility and validity of TBLT in junior high school English reading teaching, which include the devise of reading teaching activities, the application of TBLT during teaching process in class and the evaluation of teachers and students after class. The intent of this paper is to dispose some drawbacks in English reading teaching in junior high school, in order to provide a feasible teaching method for English teachers and efficient learning methods for students.

scholarly journals Research on Strategies to Effectively Promote English Reading Teaching in Junior High School

2020 ◽  
Vol 9 (2) ◽  
pp. 55
Author(s):  
Haohao Xu
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Junior High School ◽  
Junior High ◽  
Learning Goals ◽  
School Students ◽  
High School English ◽  
English Reading ◽  
Reading Teaching

Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.

scholarly journals Research on Junior High School English Reading Class Based on the Principle of Timing and Thorndike’s Three Laws of Learning

2020 ◽  
Vol 11 (6) ◽  
pp. 962
Author(s):  
Yefan Ni ◽  
Jingjing Lu
Keyword(s):  
High School ◽  
Junior High School ◽  
High Efficiency ◽  
Junior High ◽  
High School English ◽  
English Reading ◽  
Research Problems ◽  
The Law ◽  
Interesting Learning ◽  
Contemporary Education

Thorndike was a famous American psychologist in the early 20th century. Based on the hungry cat box experiment, he proposed three famous learning laws in 1911: The Law of Readiness, the Law of Exercise and the Law of Effect. With the reform of contemporary education -- the rise of quality-oriented education and the popularity of task-based teaching, Thorndike's three Laws of Learning have played an important theoretical support for our contemporary research. At the same time, we also see a huge research prospect and correlation between educational psychology and English teaching methods. This paper intends to study the efficiency and interesting teaching of a junior English reading class, and solve the research problems caused by the combination of Thorndike's three Laws of Learning and the principle of timing. By using the methods of questionnaires and interview, the author collected the effective data and information concerning high efficiency and interesting learning in junior high school English reading class.

scholarly journals "Once upon a Time there was..." A Digital World for Junior High School Learners

2016 ◽  
Vol 11 (03) ◽  
pp. 42 ◽  
Author(s):  
Marianthi Batsila ◽  
Charilaos Tsihouridis
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Skills ◽  
Reading And Writing ◽  
School Activities ◽  
Digital World ◽  
Digital Story ◽  
Teachers And Students

This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.

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