Strategies of Students' Performance in Junior Middle School English Classes

Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v4i2.730

Lingling Li

China West Normal University


The English Curriculum Standards for Compulsory Education emphasize the process and practicality of language learning, which encourage students to master language knowledge and skills gradually through experience, practice, participation, exploration and cooperation. However, in the traditional English classes, students are afraid to speak, unwilling to speak and unable to speak English, which is a common phenomenon. The class is dull and lack of creativity. Teachers are the center of the class, whose indoctrinated teaching method makes students learn passively. Students' performance in English classes can not only enable students to participate in learning actively, but also cultivate their interest in English and develop their creativity. Performance teaching creates a real language learning environment, in which students can practise their oral English and improve their ability to use language in practice.


students' performance; junior middle English; strategies


[1] Li A.L. (2014). Research on Performance Teaching in English. Southwest University.
[2] Jeremy H. (2012). How to Teach English. Beijing: Foreign Language Teaching and Research Press.
[3] Huang L.L. (2021). On the Application of Situational Performance Teaching in English Classroom. Proceedings of 2021 Online Seminar on Educational Science (V). Institute of Educational Sciences, Chinese Academy of Management Sciences. 945-947.
[4] Li Y. (2019). Explore the Application Effect of Situational Teaching in Primary School English Teaching. Research on Curriculum Education: Research on learning and teaching methods, 9.
[5] Wang Q. (2016). Three Key Words to Promote the Transformation of English Teaching Methods: "Situation", "Problem" and "Activity". Basic education curriculum, 5:45-50.
[6] Chen Q.L. (2017). A Study on the Application Strategies of Students' Performance in Primary School English Classroom. Central China Normal University.
[7] Piaget J. (2018). Educational Science and Child Psychology (Translated by Du Yixiong and Qian Xinting), Educational Science Publishing House.
[8] Li J., Hu Y., Fan W. (2016). Family Background, Shadow Education and Student Achievement: Based on Empirical Research of Wisconsin Model. China Economics of Education Review. 1(01):70-89.

Copyright © 2022 Lingling Li

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License