英语小学生英语学习兴趣的培养与研究本科论文.docx

英语小学生英语学习兴趣的培养与研究本科论文.docx

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英语小学生英语学习兴趣的培养与研究本科论文

TheImprovementofEnglishLearningInteresforPrimaryStudents

Abstract:

TheEnglishteachinginelementaryschoolaimsatstimulatingstudent’sinterestinEnglishlearning,developingtheirpositiveattitudetowardslearningforthepurposeofguidingthemtoinitiallybuilduptheconfidenceoflearningEnglish,andhelpingthemtodeveloptheirsenseofEnglishpronunciationintonation.Suchwell-designedcurriculumwilllaythesolidfoundationforthepupils’continuationoflearningEnglishintheirupcomingmiddleschool.Itisanimportanttopictoresearchhowtocultivatetheprimarystudents’interestinEnglishlearning.Atpresent,thesituationwherestudentsfollowtheteacherandteacherfocusesonthebookmustbechangedintheEnglishteaching,however,wemustfullystimulateandcultivatestudents’interestinlearningsoastomakethestudentslearnactively.Thisstudyaimstodiscusshowtoimproveinterestofprimaryschoolstudentsaccordingtorelevantstudies.Meanwhile,tocreateastrongEnglishcultureandtostimulatestudents’interestinEnglishlearning.

Keywords:

primarystudents;Englishlearning;interest

小学生英语学习兴趣的培养与研究

摘要：

众所周知，兴趣是最好的老师。

小学英语课程教学的目地就是激发学生英语学习兴趣，培养他们英语学习的积极态度，使他们建立初步学习英语的自信心，培养一定的语感和良好的语音、语调基础，为他们升入中学继续学习英语奠定初步的基础。

如何激发小学生的学习兴趣，使他们积极地、主动地学习是本论文研究的重点。

在现代的英语教学中，必须改变学生围着教师转，教师围着教材转的旧格局，要充分激发学生的学习兴趣，使他们积极主动的学习。

通过研究调查，本研究建议教师要为英语学习者创造良好的学习环境，营造浓厚的英语文化氛围并开展形式多样的课外活动。

关键字：

小学生；英语学习；兴趣

Contents

AbstractinEnglishI

AbstractinChineseII

1.Introduction1

2.TheBackgroundinformationofEnglishLearningInterest3

2.1TheDefinitionofInterest3

2.2TheClassificationofInterest3

2.3TheoreticalBasisforthePresentResearch4

3.Methodology6

3.1ResearchQuestions6

3.2ResearchSubjects6

3.3Questionnaires6

3.4Procedures6

3.5ResultCollectionandAnalysis7

3.6MajorFinding10

4.TheMethodsofimprovingtheinterest12

4.1ToCreateJoyfulandSupportiveEnglish-learningAtmosphere12

4.2ToApplyVariousMethodstoAttractStudents’LearningInterest12

4.3ToSetupstudents’confidence13

4.4ToEstablishaGoodRelationshipbetweenTeacherandStudent14

4.5ToDesignWonderfulLessons15

4.6ToDesignaDiverseofHomework15

5.Conclusion17

Bibliography19

Appendix20

Acknowledgements22

1.Introduction

Englishisbecomingthemostwidelyusedlanguageallovertheworld.Withtheimprovingofsociety,wehavemanychancestocommunicatewithallkindsofcountriesintheworld.Meanwhile,Englishisaninternationallanguage,butitsteachingisnotapieceofeasywork.Nowadays,manystudentsareloosingtheirlearninginterestandshowingdisgustedattitude.Itseemsthatstudentsarenotreluctanttolearnnewwords,recitedialoguesanddosomeexercises.

Einsteinoncesaidthat”Interestisthebestteacher.”Interestisakindofdirectmotivationtopushstudenttolearn.ThatmeansinterestplaysacrucialpartinEnglishlearning.TheEnglishteachinginprimaryschoolaimsatstimulatingstudents’learningEnglishinterest,anddevelopingtheirpositiveattitudetowardslearningEnglish.Asthesayinggoes”attitudeiseverything”.Agoodattitudeisthekeytothesuccessineveryway.

Weallknowthatthewayofarousinginterestisavitalthing.But,howdoteachersarouseandkeepstudents’interestinlearningEnglish?

Therealprocessofteachingistheimportantstep.Astoconductresearchforthisproblem,weneedtoinvestigateandtoresearchthepresentsituationofprimaryschoolstudents’interestinlearningEnglishfirst.Onlyinthisway,wecansuggestthesuitablestrategiesandprovideguidanceforthefuture.Inthispaper,theauthorusedaresearchmethodtoseekeffectfactorsofEnglishlearninginterestinprimaryschool.

Theinvestigationoftheprimaryschoolstudents’Englishlearninginterestisaprojectwhichcaninfluencetherelevantstudyatmiddleschoolorevenatuniversity.Itssignificancecanbehighlightlyintwoaspectsasfollows:

Theoreticalsignificance:

atpresent,manydomesticstudiesofinterestinlearningfocusonthosesubject,suchasmath,physics,whileonlyafewresearchonEnglish.Besides,mostsubjectsfordomesticresearchofinterestinEnglishlearningaremiddleschoolorcollegeschool.WhilethedomesticEnglishlearningmainlyhappensinclass,andstudentscommunicatewithChineseafterclassessothattheyhaveafewopportunitiestopractice,becausetheylackenvironmentoratmospheretouseEnglish.

Practicalsignificance:

AstheoriginalstageofEnglishteaching,primaryEnglishmaypossessthemainpurposeofstimulatingandmaintainingstudents’interest.Inthebasiceducationstage,oneofthetasksofEnglishcoursesistostimulateanddevelopstudents’interestEnglishlearning.AsuccessfulprimaryschoolEnglishteachershouldconsciouslycultivatethestudents’interestinEnglishlearning,andatlasthelpthemformlastinglearninginterest,thustheymayenjoylearningEnglish,begoodatlearningandlearnitwell.Thisresearchaimstodiscussandfindoutthehelpfulmethodtoimprovethestudents’learninginterest.

2.TheBackgroundinformationofEnglishLearningInterest

2.1TheDefinitionofInterest

Whatisinterest?

Interestisdefinedas“thefeelingthatyouhavewhenyouwanttoknoworlearnmoreaboutsomething”inOxfordAdvancedLearner’sEnglish-ChineseDictionary（2008）.Thestudyofinterestisacross-disciplinaryissuethatinvolveslinguistics,pedagogyandpsychology.AccordingtoRenniger,HidiandKrapp,“interestisaphenimenonthatemergesfromanindividual’sinteractionwithhisorherenvironment,itreferstoafeelingofwantingtoknow,learn,seeortakepartinsomething.”（Renniger,HidiandKrapp,1992:

5）ChenXueliang（1987）,afterstudying,saidthatinterestisthewarm-heartedguideoflife,theenlightenmentsofcareerandthelifelongcompany.Fromeveryoneview,interestisafeelingthataccompaniesorcausesspecialattentiontosomething,andakindofinnermotivationtodosomething.InterestplaysaveryimportantroleinEnglishlearning.

2.2TheClassificationofInterest

AccordingtoJeanPiaget（Wadsorth,1989:

30）,“interestisthemostcommonandpowerfulexampleofaffectatworksinfluencingourselectionofintellectualactivities.”Ineducationalfield,interesthasbeendividedintotwocategories:

individualinterestandsituationalinterest.

Interestisakindofpsychologicalconditioninthepsychologicalfield.“Individualinterestisalwaysspecifictoindividuals.”（Renniger,HidiandKrapp,1992:

6）InRenniger’sview,individualinterestconsistsofmorethanone’sknowledge,andattitude,positiveemotionsandincreasedreferencevalueconnectedwithatopicoranobjectarepartofindividualinterest.Inrecentyears,lotsofinvestigationsshowthatprimaryschoolstudentscanownstrongandwell-centeredindividualinterestwhichhavegreatinfluenceontheirstudy.Tosumupinconclusion,itcanbeseenthatindividualinterestisanimportantdeterminantinEnglishlearning.Inschoollearning,therelatedstudiesshowinterestcanaffectstudents’learningattitude,thatis,highindividualinterestinaparticularsubjectlinkswithhighacademicachievementandhigh-levelpleasure.Manyresearchershavedemonstratedthatindividualinterestcanleadtoahighlearner-taskengagementwhichisrequireforahighlevelofachievement（Benton,Corkill,Sharp,Downey,&Kharamstsova,1995;Renniger,1992;Schiefele,Krapp,&Winteler,1992）

Therearemanydefinitionsforthetermofsituationinterestaccordingtothescholars,asfollows:

Renniger,HidiandKrapp（1992）statedthatsituationinterestisdefinedasanemotionalstatearousedbysituationalstimuli.Itisoftengeneratedbycertainconditionsandconcertobjectsintheenvironment.

Hidi（1990）andherfellowsinsistedthatsituationinterestplaysanvitalroleinEnglishlearning.

Sinceindividualinteresthasbeenshownastrongimpactonlearningwhichisanemotionalstateinducedbycertainsituationalstimuliaccordingtothepreviousresearches,itcanbetakenasanusefulideafortheteachertooptimizeinterestinfluenceforthepurposeofpromotingstudents’learninginclassroom.

2.3TheoreticalBasisforthePresentResearch

Theoryisalwaystheguidanceforastudy,withoutit,itisimpossibletodealwiththeanalysisanddemonstrationobjectively.Accordingtothispaper,therearetwobasestheoreticalforthisresearch.

AccordingtoDulay,BurtandKrashen,“one’saffecttowardsaparticularthingoractionorsituationorexperienceishowthatthingorthatactionorthatsituationorthatexperiencefitsinwithone’sneedsorpurposes,anditsresultingeffectsonone’semotion.”（quotedinArnold,2000:

44）Krashen（1982:

56）oncearhuedthattheimportanceofone’sinterestisconcernedintheAffectiveFilterHypothesis.Krashen（1982）alsoarguesthataffectivefatorsareseentoplayanimportantroleinacquiringasecondlanguage.Heconcludesthattherearetwoconditionsabouthowtoacquireasecondlanguage.Oneiscomprehensibleinputcontainingstructuresabitbeyondtheacquires’currentlevel.Anotherisalowerorweakaffectivefiltertoallowtheinput“in”.Krashen’sproposeisacrucialadviseforasecondlanguageteachertoprovidestudentswithunderstandableinput,sothatithelpstomakeitunderstandinalowanxietysituationoflearning.

AbrahamMaslow（Maslow,A.1954）pointedahierarchyofhumanneedsbasedontwogroupings:

deficiencyneedsandgrowthsneeds.AccordingtoMaslow,withinthedeficiencyneeds,eachlowersneedmustbemetbeforemovingtothenexthigherlevel.BasedonMaslowtheory,thedesireforacheievementandcommunicationisthebesttostim