论文3.docx
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论文3
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,thedesireforacheievementandcommunicationisthebesttostimulatestudents’in
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