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Relevant bibliographies by topics / Junior secondary english

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Academic literature on the topic 'Junior secondary english'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Junior secondary english"

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Adeyemi, Deborah Adeninhun, and Maureen Sindisiwe Kalane. "English in Botswana Junior Secondary Curriculum." International Journal of Educational Sciences 3, no. 2 (December 2011): 119–27. http://dx.doi.org/10.1080/09751122.2011.11890016.

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Akinsola, Ifeoluwa Theophilus, and Bolape Olufunto Olaosebikan. "Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 250–59. http://dx.doi.org/10.47134/ijsl.v1i3.44.

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Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.

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Utami, Nurul Mutia. "Communication strategies used by junior and senior teachers in teaching English at secondary school." International Journal of Humanities and Innovation (IJHI) 1, no. 4 (December 20, 2018): 20–29. http://dx.doi.org/10.33750/ijhi.v1i4.26.

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This research aims to find out the types of communication strategies used by the junior and senior teacher in teaching English. This study also explores the differences and similarities of communication strategies used by junior and senior teachers in teaching English. This research employed descriptive qualitative research. The participants of this research were two English teachers in Makassar. The data of this research were collected by employing observation and interview. The researchers adapted and modified Tarone’s (1977), Bialystok’s (1983), and Dörnyei and Scott’s taxonomy (1995a, 1995b) of communication strategies in identifying the data. The obtained data were analyzed in three major phases namely data collection, data reduction, data display, and conclude. The results of this research revealed that there were fifteen types of strategies used by the junior teacher and eleven types of strategies used by the senior teacher in teaching English. The junior teacher used topic avoidance, literal translation, code-switching, retrieval, other-repair, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for clarification, asking for confirmation, interpretive summary, comprehension check, and mime/gestures. The senior teacher used the literal translation, restructuring, code-switching, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for confirmation, comprehension check, and mime/gestures.

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Kong, Lingcui, and Niyun Lu. "English Tense Teaching in Secondary Schools Based on the Perspective of Embodied-Cognitive Linguistics." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 78–81. http://dx.doi.org/10.54097/ijeh.v6i1.3045.

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As a new research focus, ECL has been applied to translation, contrastive study between English and Chinese, rhetoric and other fields, and also has provided a new perspective for language teaching. In junior middle school English teaching, tenses have always been one of the most important part. However, the traditional teaching mode of English tenses is hard to arouse students’ interest in learning, and also reduces the efficiency of teaching. Therefore, on the basis of reviewing and summarizing the development of ECL and its current researches in the field of English teaching, this paper aims to explore the strategies of English tense teaching in junior middle school, to provide some new ideas and directions for foreign language teaching in China.

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Dipa, Putu Sora, I. Gusti Ayu Lokita Purnamika Utami, and Made Hery Santosa. "English Learning Using Infographics for Balinese Secondary School Students." PANYONARA: Journal of English Education 4, no. 1 (March 28, 2022): 1–16. http://dx.doi.org/10.19105/panyonara.v4i1.5852.

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As the facilitator of the learning process, the teacher needs to utilize appropriate media for students to help them learn better. Visual media is considered a great help as it provides information more attractively. Thus, this study aimed to develop infographics as an English teaching medium for 8th-grade junior high school students. The subject of this research was the English learning media used by the 8th-grade teacher at SMPN 4 Singaraja. This study was a Design and Development research which consisted of 3 steps of research, namely design, development, and evaluation. The researcher's notes, infographic development blueprints, instrument validation, and expert judgment were used to collect the data. The data were from the researchers' notes, and the infographic development blueprint was described qualitatively. Meanwhile, the score obtained from the instrument validation and the results of the expert judgment were explained quantitatively. The final result indicated that the infographic is very good to be used as an English teaching medium, especially for the 8th grade of junior high school students. Therefore, this research concluded that by developing books containing infographics, English teachers could have another type of visual media to teach all topics in grade 8 by using infographics.

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Duneva, Sonya. "Motivation for Learning English in Lower Secondary School Students." Pedagogical Almanac 30, no. 1 (June 29, 2022): 118–22. http://dx.doi.org/10.54664/hyfz8633.

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In the current educational situation, the development of intercultural communicative competences in English language is of key importance. Motivation to master English is a condition for the successful development of young people at home and abroad. Students have difficulties in learning a foreign language, and they experience hesitant motivation and resistance in their learning efforts in English classes. This scholarly article aims to present a research, interactive methods and approaches that will serve to motivate students in junior high school.

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Lai, Pui-Kwong, Keith B. Lucas, and Ed V. Burke. "Science concept learning by English as second language junior secondary students." Research in Science Education 25, no. 1 (March 1995): 115–24. http://dx.doi.org/10.1007/bf02356464.

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Susiati, S., and Elok Mufidati. "An Indonesian National English Textbook for Secondary Level: Is It Qualified Enough?" Jurnal VARIDIKA 32, no. 1 (July 18, 2020): 118–24. http://dx.doi.org/10.23917/varidika.v32i1.11511.

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This study describes how a national English textbook entitled When English Rings a Bell for Junior High School Level meets criteria of Cunnignswirth’s good English textbook. Interviews with the teacher and students of grade VII at SMP Muhammadiyah 10 Surakarta were conducted to investigate how the textbook is considered qualified. Document review was also applied to analyse the textbook. The results show that all chapters in the “When English Rings a Bell” textbook fulfill the Cunningsworth’s criteria of a good textbook. The textbook was suitable enough to be used for media in teaching learning process for the seventh grade students of Junior High School. From the teacher’s view, the textbook is appropriate with the learning objectives of the curret curriculum. This is in line woth the Cunningsworth’s criteria. However, some students found difficulties in using this textbook: 1). they still need teacher’s role to clearly explain the materials, 2). Supporting materials from other sources to improve the students’ ability in both comprehending the concept and doing practices. These two may be caused by the lack of examples in the textbook.

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Su, Jiafan. "Research on the Effectiveness of English Teachers' Classroom Questioning in Secondary School." Frontiers in Humanities and Social Sciences 2, no. 6 (June 20, 2022): 72–74. http://dx.doi.org/10.54691/fhss.v2i6.895.

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Classroom questioning is an important tool for developing students' communicative competence. How to ask questions effectively is the key point for teachers to improve classroom teaching efficiency and carry out effective teaching. In order to address the current situation, the author takes a 12th junior high school English classroom observation and training class as an example and uses classroom video observation to focus on the effectiveness of teachers' questions. The research found that the junior high school English listening and speaking class had the problems of single questioning subject and shallow reference questions. This paper proposes the following improvement strategies: firstly, give full play to students' subjectivity and encourage them to ask questions independently; secondly, clarify the purpose of questions, design questions carefully, and pay attention to the hierarchy and progressiveness of questions.

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Zhang, Zhiyan. "The Cultivation of Discourse Ability in Middle School English Reading Teaching." Theory and Practice in Language Studies 10, no. 12 (December 1, 2020): 1592. http://dx.doi.org/10.17507/tpls.1012.12.

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English has always been an essential part of junior high school curriculum. Improving students’ reading ability is not only the purpose of learning English for junior middle school students, but also an important means to acquire new knowledge. However, reading as one of the four basic skills required by the English course often keep students from getting high marks in the middle of the exam, although they took lots of time to read. This paper emphasizes the importance of English reading in junior middle school and analyzes the current situations and problems of students’ reading. It introduces the theories of reading and reading comprehension, discourse and discourse analysis, and the relationship between reading and discourse. The author puts forward some measures to improve the reading ability of students. There are many researches on discourse analysis about university, but the research is less involved in the secondary school, and the study of reading comprehension in junior middle school is even rarer. Therefore, the author thinks that it is very necessary to improve the discourse ability of junior high school students.

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Dissertations / Theses on the topic "Junior secondary english"

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Adamson, Robert Damian. "English in China: the junior secondary schoolcurriculum 1949-94." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236479.

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To, Yuen-ling Queeny. "Attitudes of secondary one students to using self-access logs as tools for self-access language learning in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31642226.

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McManus, Ceara Grey. "Teachers' perspectives on language arts in junior secondary English classrooms." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41263157.

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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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Wong, Sau Sheung Isabella. "An error analysis of English compositions by Hong Kong junior secondary students." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/408.

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Mak, Tsui-ying Grace. "Implementation of task-based learning in a junior secondary school concept and practice of English teachers /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963705.

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Chan, Shiu-yip Simon. "An implicit approach to second language grammar instruction the effects on average ability secondary learners /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320345.

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Chan, Kit-chee, and 陳潔芝. "Teachers' perspectives on using language arts to teach English to HongKong junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45175901.

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Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.

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It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics

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Josua, Helena Megameno N. "Improving explanation writing skills of junior secondary learners in life sciences: a case study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003452.

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Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.

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Books on the topic "Junior secondary english"

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Lenehan, Brian A. English assignments: Junior Certificate. Dublin: Educational Company, 1991.

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Lenehan, Brian A. English assignments: Junior Certificate. Dublin: Educational Company, 1991.

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Montgomery, Michael. Effective English: For junior secondary schools : new syllabus. London: Evans Brothers, 1986.

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Gormley, Anne. English revision for Junior Certificate: Higher level. Dublin: Gill and Macmillan, 1997.

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Branch, Alberta Learning Technologies. Junior high English language arts handbook. [Edmonton]: Alberta Learning, 2001.

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Heywood, Peta. Mindworks: Twenty-five advanced English activities for junior secondary students. Cambridge: New York, 1991.

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English revision and writing skills for Junior Certificate (Ordinary Level). Dublin: Gill and Macmillan, 1995.

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Prophet, R. B. English in the junior secondary school: Case study of a curriculum implementation. [Gaborone?: s.n., 1991.

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Branch, Alberta Curriculum. Junior high language arts curriculum guide. [Edmonton, Alta.]: Alberta Education, 1987.

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Yat-Shing, Cheung. A study of the English vocabulary in junior secondary textbooks in Hong Kong. Hong Kong: Government Printer, 1986.

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Book chapters on the topic "Junior secondary english"

1

Jones, Pauline, Erika Matruglio, and David Rose. "Investigating Pedagogic Discourse in Late Primary and Junior Secondary English." In Transition and Continuity in School Literacy Development. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350148871.ch-008.

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Manesis, Dionysios, and Efthalia Mpalafouti. "Junior High School Pupils' Perceptions and Self-Efficacy of Using Mobile Devices in the Learning Procedure." In Advances in Educational Technologies and Instructional Design, 201–18. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3861-9.ch010.

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The study of this chapter investigated junior high school pupils' perceptions and self-efficacy of using mobile devices in the learning procedure. A 33-item questionnaire was administered to 91 pupils aged 12-15 years old in different Greek schools. Most of the pupils had showed favorable perceptions about the use of mobile devices for educational purposes. Nevertheless, the majority of pupils had a relatively medium degree of self-efficacy of using mobile devices in learning activities. Perceived usefulness was indicated as the major factor in predicting the adoption and use of mobile devices for educational purposes. The higher the level of perceived usefulness pupils have about mobile devices, the higher the possibility to use mobile devices as a learning tool. Pupils were more interested in using mobile devices for learning mathematics, history, English, and ancient Greek language. The findings of this study have implications for secondary education instructors, policy makers, and researchers.

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