The Construction of English Teaching Mode in Senior High School Based on OBE Theory

OBE theory focuses on students’learning outcomes and application ability,which is consistent with the requirements of the new curriculum standard.The paper attempts to apply OBE theory to innovate the construction of English classroom teaching mode in senior high schools from aspects of teaching aims,teaching activities,teaching assessments and application activities.Results show that the application of OBE in high schools is beneficial to the development of English teaching and students'learning.

On Cultivating Students' Ability of Listening Comprehension in Senior High School in the Northwest of Guangxi

Nowadays, the role of listening course is changed and listening teaching begins to gain high priority in foreign language learning and teaching. However, the English level of students in China is still poor, especially in the northwest of Guangxi. One of the reasons is that teachers in senior high schools have a tendency to ignore listening, because they think that listening is time-consumed. They have to finish the teaching scheme punctually, though listening is the basic and important skill among the other three skills, listening teaching gains no large progress.

The Application of Life-based Teaching Concept in High School Chinese Teaching

This article mainly discusses the application of the concept of life-based teaching in Chinese teaching in senior high schools,so as to improve students’interest in learning and Chinese literacy.Using the method of combining theoretical analysis and case study,this paper conducts in-depth research on the application of life-based teaching concept in Chinese teaching in high school.This paper analyzes the current situation of the development of life-based teaching concept and its specific application in Chinese teaching in senior high schools,and conducts case studies analysis.The concept of life-based teaching has important application value in Chinese teaching in senior high schools.It can help teachers to better link the teaching content with students’real life,and improve students’learning interest and Chinese literacy.

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

A Survey of the Correlation between Language Anxiety and Senior High School Student's Oral English Performance

Language anxiety is a kind of apprehension occurs when student need to perform oral English.Many researchers agree that language anxiety is an important factor in English learning.This thesis is going to test 80 students from Bordertown high school,Hunan Province,to uncover the English learning situation of senior high school students,to survey the correlation between language anxiety and oral English performance,and to give inspiration for senior middle school English teaching.

A Study on the Application of the Pictographic Memorizing Method in Senior High School English Vocabulary Teaching

In this paper, upon the pictographic theory and the behaviorist theory, based on Xiang's(2007) pictographic memorizing method, the author designs the corresponding procedure of the senior high school English vocabulary teaching. This research results show that, the application of the pictographic memorizing method in senior high school English vocabulary teaching is feasible and the teaching effect is relatively good.

Knowledge of sexually transmitted infections among senior high school adolescents in the Wa Municipality of Ghana

Background:Sexually transmitted infections(STIs)are responsible for a high burden of morbidity and mortality in many developing countries especially among adolescents.Adolescents are predisposed to STIs because they are more likely to engage in unhealthy lifestyles.However,these adolescents have limited knowledge of the use and barriers to sexual and reproductive health information and care services.This study explored the knowledge of STIs among Senior High School Adolescents in the Wa Municipality of Ghana.Method:The study designed as a descriptive cross-sectional research.A multistage sampling technique was used to recruit these adolescents for the study.Totally 355 adolescents were selected from senior high schools in the Wa Municipality.Descriptive statistics and Chi-square test were used to analyze the data,at a significance level ofP<0.05.Results:The majority of respondents had good knowledge of STIs,with the most common examples of STIs identified as HIV/AIDS(80.8%,287/355)and gonorrhea(73.8%,262/355).The main known signs and symptoms identified were discharges from the penis/vagina(72.4%,257/355),painful urination(71.5%,254/355),and itching,and sores around the genital area(72.7%,258/355).The main sources of information/education of STIs for these adolescents were the school,hospital,internet and mother.Whom respondent lived with was found to be significantly associated with knowledge of STI(P<0.001).Conclusion:Many of the respondents had good knowledge of STI,and the school was the most common source of information on STL It is,therefore,important for the Ghana Education Service and the Ghana Health Service to strengthen the School Health Education Programme in second cycle institutions in the Wa Municipality.Parents,especially mothers,should be actively involved in the sexual health education of adolescents.

Grammatical and Lexical Errors in Students＇ English Composition Writing： The Case of Three Senior High Schools （SHS） in the Central Region of Ghana

This is a qualitative study aimed at finding the lexical and grammatical errors students of three Senior High Schoolsin the Central Region of Ghana commit in their essay writing. The study also sought to examine the frequency ofthe errors and what can be done to improve the teaching of L2 （English） writing in the Senior High School. Thestudy used a corpus of essay writings of 150 second year students. The schools and the participants werepurposively selected. The data were analyzed using the content analysis approach. The study identified that thelexical errors in the students＇ writing were due to homophone problems and semantic lexical errors. Thegrammatical errors identified were agreement errors, tense errors, singular-plural （number） errors, prepositionalerrors, and article errors. The study also found that the most frequently committed grammatical error was tenseerrors followed by agreement errors. The implications of these findings to the teaching of English writing are thatteachers where possible should have understanding of both the L1 and L2 of the students and teachers shouldexplicitly teach for transfer, have adequate knowledge of how to identify students＇ writing errors, and use effectiveteaching strategies to improve students＇ English writing. Additionally, teachers should serve as models of usingappropriate English for students to emulate and also create a conducive classroom environment for students toparticipate in class activities. Lastly, teachers should create more opportunities for students to write.

The Application of the Trial-Discovery Model to English Grammar Teaching in Senior High Schools

In senior high schools, great importance and attention are required to be attached to grammar teaching and learning. However, a majority of teachers either apply the traditional method or neglect grammar teaching and learning, both of which go against the ideas of the new curriculum of the high school. To solve the problem, based on the constructionist theory, Halliday＇s theory of register, and the trial-discovery model, the trial-discovery English grammar teaching model was constructed. To find out whether this teaching model is more effective than the traditional grammar teaching, an experimental study of the trial-discovery model in senior English grammar teaching is carried out. This study deals with the problem how we can improve the efficiency of grammar teaching, that is by increasing the students＇ learning interest and improving the accuracy in English writing. After the analysis of qualitative and quantitative data collected through questionnaires, interviews, and writing tests, the study reveals that the trial-discovery grammar teaching is more effective to stimulate the students＇ interest in learning grammar, and is more helpful to improve the accuracy and complexity in English writing than the traditional grammar teaching

The Application of Situational Teaching Approach in Senior Middle School English Class

With the rapid advancing of the new English curriculum reform, English teaching has also been enriched constantlyand many teaching approaches have sprung up. Situational teaching is one of them, as one of the most popularteaching approaches, playing a crucial role in English classroom teaching. This paper is mainly devoted toexploring the origins and development of situational teaching approach, functions as well as ways to apply it tosenior middle school English classes. Moreover, it presents a teaching case of the author in the end. Finally, thispaper tries to seek for feasible and practical ways to improve the teaching efficiency.

An Evaluation of the English curriculum at Senior Secondary Schools in China

The assessment of the English curriculum at senior secondary schools in China has made some changes in recent years.It will become better and better in the nearly future of English teaching.It is a sign of success of English education reform and also it can meet the needs of our society.

The Application of Metacognitive Strategies in Senior High School Listening Teaching

The metacognitive strategies play a very important role in high school English listening teaching.The article discussesthe use of metacognitive strategies in listening teaching,and put forward the necessity and feasibility of combining metacognitivestrategies training with task-based listening activities.

An Analysis of the Difficulties and Learning Methods of English Grammar in Senior High Schools

The English grammar at senior high school is an important part of learning English well. Adopting scientific and effective learning methods is the premise of learning the English grammar at senior high school well.

Study on the stress level and coping channels of Chinese urban and rural senior high school students learning on-campus after their return to school during the post-COVID-19 pandemic period

Objective:The study aims to understand the level of perceived stress and related influencing factors among the urban and rural senior high school students in China and their channels of coping with the stress,when they shifted from home-based online learning to on-campus learning after their return to school during the post-Coronavirus disease 2019(COVID-19)pandemic period.Methods:From January to March 2021,the Chinese Perceived Stress Scale(SSCPs-14)and a self-designed questionnaire were used for the online survey among the senior high school students from six secondary schools(three from cities and three from counties)in three provinces of China(Shandong,Shanghai and Sichuan)who were selected by convenient sampling.Descriptive analysis,t-test,χ^(2)test and multivariate logistic regression were used to analyze the data.Results:A total of 1,462 respondents were enrolled in the study,of which 41.66%were urban students and 58.34%were rural ones.Their overall average score of CPSS-14 was 21.69±7.65.The respondents reported the following influencing factors of perceived stress,including"Change of their learning and sleep schedule(OR=1.426,95%CI:1.056~1.927,P=0.021),"Communication with their family members(OR=2.820,95%CI:1.971~4.034,P<0.001)and"The family’s financial status"(OR=1.675,95%CI:1.181~2.376,P=0.004).Their coping strategies when facing with the stress were ranked from high to low frequency as follows:"Talk to friends(34.63%)","Talk to parents(26.88%)","Seek help from teachers(14.53%)","Deal with it on my own(13.21%)","Seek help from a psychological counsellor(7.95%),"Others(1.42%)"and"Ignore the problem(1.39%)".Rural students with three and more than three coping channels(44%)were more than urban students(36%),with a statistically significant difference between the two(χ^(2)=10.878,P=0.012).A higher proportion of respondents(49.4%)with fewer coping channels reported high level of perceived stress,compared with those with multiple coping channels(33.4%).The difference between the two groups was statistically significant(χ^(2)=55.956,P<0.001).Conclusion:Senior high school students were faced with the stress brought about by the shift from the on-line learning to on-campus learning after their return to school during the post-COVID-19 pandemic period.The change of their learning and sleeping schedule,communication with family and their family’s financial status were the main influencing factors of senior high school students'stress after their return to school.Senior high school students with more coping channels had lower level of stress.Therefore,it is suggested that stress relief measures should be taken to promote the mental health of senior high school students in the post-COVID-19 pandemic period.

Investigation of English learning strategy employed by senior middle school students in Zhanjiang City： A comparison of students from urban and rural areas

After a review of learning strategy research in China and abroad, this paper made an investigation on the differences in use of learning strategies reported by urban and rural students from four middle schools in Zhanjiang city. The investigation revealed the following findings： urban students employ cognitive and social strategies more frequently than rural students; urban students reported a wider range of strategies compared with their rural peers; urban students of intermediate achievements employ more social strategies than their rural peers, while rural students use affective strategy significantly more often; urban and rural students reported different patterns of gender difference.

Preliminary Exploration on English Reading Strategy of Senior Middle School

Reading for most people is the main means to gain knowledge and the importance of it has already been widely accepted.Also,it has been regarded as the most necessary foreign language skill in most countries' teaching syllabus of colleges and middle schools,which requires the learners to master it badly.So how to explore teaching theory of foreign language reading has become an important task for study of foreign language teaching methods.In this study,some reading theories and reading strategies provided can be helpful to developing senior middle school students' linguistic ability and improving their reading efficiency.

Exploring Senior High School Students’ English Academic Resilience in the Chinese Context

While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ resilience proposed by T.Y.Kim and Y.K.Kim(2017),the current study aims to examine senior high school students’ English academic resilience(EAR) and its relationship to their English achievement(EA).This study comprises a survey of 454 senior high school students.Follow-up interviews were carried out to triangulate the quantitative findings.The descriptive results demonstrate that students’ EAR is above the average,and its five subscales obtain medium to medium-higher levels due to the mean scores.It shows that students have good EAR that enables them to deal with academic adversity.The correlational analysis shows a low positive correlation between EAR and EA in general,and the subscales share medium to low correlations with students’ EA.EAR has a certain influence on EA,but the correlation may be influenced by other learner variables.Based on the results,suggestions on improving students’ EAR are provided.

Study of Culture Teaching in English Teaching of Senior Middle Schools

Language is a part of culture and the carrier of the culture. Foreign language study is not only the process of learning a language but also the process of taking the language as a means of information transmission to comprehend culture. With the implementation of the New Curriculum Standard （2017） in senior English, the notions of cultural awareness and culture instruction are being accepted and carried out in EFL （English as Foreign Language） classroom by English teachers. This paper tries to analyze the relationship between language and culture, the contents and goals in teaching foreign language and culture, the significance of teaching culture in foreign language education. This paper concludes with recommendations for improving culture teaching： Learning a foreign language is inseparable from learning its culture; The knowledge of culture differences may help students to make less pragmatic errors and become proficient in cross-cultural communication; Great efforts should also be paid to the development of the student’s cross-cultural awareness, and then the quality of English teaching could be really improved.

A Study of＂Chinese Cultural Aphasia＂ in Senior High School English Teaching

Based on collecting and analyzing the former studies, through the questionnaire, test paper and interview, this paper makes an investigation about Chinese Cultural Aphasia, which aims at finding out whether it exists or not and the reasons that are responsible for the phenomenon. The result shows： （1） ＂Chinese Cultural Aphasia＂ phenomenon does exist in Senior High English teaching, and students＇ ability of expressing Chinese culture in English is worse than expected. （2） The reasons that are responsible for the phenomenon are in the following： Both students and teachers lack Chinese cultural consciousness, including that teachers＇ teaching idea is not correct and teaching method is single. What＇s more, in textbooks the proportion of Chinese culture content is too little. Accordingly, some proposals are put forward to solve the problem： （1） Students should pay attention to English expressions of Chinese culture. （2） Teachers should develop double culture ability, change attitude to English teaching, change the teaching method, use the textbooks neatly, increase the check of expressions related to Chinese culture. （3） Increase the proportion of Chinese culture in the textbooks