当前位置: 永盛彩票网  >> 英语专业  >> 本科英语  >> 查看详情

英语-----英才小学五年级学生英语学习兴趣调查研究

来源: 长沙中视澜庭教育咨询有限公司  日期:2018-01-13 15:38:10  点击:202 
分享:
Abstract
 
This thesis made a qualitative and quantitative study of the English learning interest (in-class interest, after-class interest and interest-in-English) of Grade 5 students in Yingcai Primary School. Its aims were: (1) to show the whole picture of Grade 5 students’ English learning interest in Yingcai Primary School; (2) to indicate the correlation between English learning interest and English achievements; (3) to know the differences in English learning interest between boys and girls. One hundred students who were chosen from the four classes of Grade 5 in Yingcai Primary School participated in the study. The results indicated that: (1) Grade 5 students had strong English learning interest (Mean=2.427), and their in-class interest (Mean=2.598) was a little stronger than their after-class interest (Mean=2.342) and their interest-in-English (Mean=2.341); (2) The correlation between English learning interest and English achievements of the Weak Interest Group was weak (r=0.312), and that of the Strong Interest Group was a little weaker (r=0.051), which meant their English learning interest had little effect on their English achievements; (3) Girls had a little stronger English learning interest than boys, but the sex differences in English learning interest were not significant (t= -1.216; p=0.114>0.05).
 
Key words: English learning interest; primary school students; achievements; difference in interest  
 
 
 
 
 
 
摘  要
 
本研究通过定性与定量相结合的方法对英才小学五年级学生英语学习兴趣(课内兴趣、课后兴趣和对英语本身的兴趣)进行了调查研究,研究目的为(1)了解英才小学五年级学生英语学习兴趣的现状;(2)弄清英语学习兴趣和英语成绩之间的关系;(3)分析男生女生间英语学习兴趣的差异。来自英才小学五年级四个班级的100名学生参与了本次调查研究。研究发现:(1)五年级学生的英语学习兴趣较高(Mean=2.427),课内兴趣(Mean=2.598)比课后兴趣(Mean=2.342)和对英语本身的兴趣(Mean=2.341)要高;(2)低兴趣组学生的英语学习兴趣和英语成绩成弱相关(r=0.312),高兴趣组学生的英语学习兴趣和英语成绩相关性更弱(r=0.051),这表明他们的英语成绩受英语学习兴趣的影响不大;(3)女生的英语学习兴趣略高于男生, 但是男女生间英语学习兴趣的差异并不显著(t= -1.216; p=0.114>0.05)。
 
关键词:英语学习兴趣;小学生;成绩;兴趣差异

Table of Contents
 
Acknowledgements ………………………………………………....…I
Abstract................................................................................................II
摘要…………………………………………….…….…………………III
Table ocontents…………………………………………...…………IV
1. Introduction…………….……………………………………………1
1.1The introduction of this thesis ……………………………………..1
1.2 The organization of the thesis………………………………….…..1
2. Literature review……………...........................…………………….2
2.1Present studies of English learning interest…..…………………….2
2.2 The significance of the research…………...………………………3
3. Method……………….…………………….………………….……...4
3.1 The aims of the research …………………………………….….…4
3.2 The participants. ………..…………………………………………4
3.3 Instruments…..……………………………...………………..…... 4
3.4 Procedures……………………………………………………...….5
3.5 Data analysis……………………………………………………….6
4. Results and discussion……………………...............………………6
  4.1 The current situation of English learning interest…………………6
  4.2 The relationship between English learning interest and English achievements………………………………….………………….8
  4.3 The differences in English learning interest between boys and girls……………...………………………...…………...………....9
5. Conclusion……………………….……………………………….…11
  5.1 Major findings……………………………………………………11
  5.2 Pedagogical implications…………………………………………11
Bibliography…………………………………….……………………13
Appendix…….………………………………………………...………15
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

An Empirical Study of English Learning Interest of Grade 5 Students in Yingcai Primary School
1Introduction
1.1 The background of the thesis
Interest is the best teacher in English learning. It is a feeling or emotion that causes attention to focus on an object, event, or process. In contemporary psychology of interest, the term is used as a general concept that may encompass other more specific psychological terms, such as curiosity and surprise (http://en.wikipedia.org/ wiki/Interest). 
This thesis focused on primary school students’ English learning interest. Based on Wang Chao’s (2011) paper and teaching practice of primary school English, we put the content of English learning interest into three factors. They were in-class interest, after-class interest and interest-in-English. 
English learning interest is a kind of motive power, which can drive us to do very well in English. It is closely involved in English learning, especially for primary school students. At this stage, students are usually learning English for fun. With interest, they will feel pleasant when they learn English. It can help them overcome learning difficulties easily.
Chinese Ministry of Education issued English Curriculum Standards for Compulsory Education (Ministry of Education, 2011). It tells us that affect is a very important aspect of students’ overall language abilities. The positive affect is the key to effective learning,and English learning interest is an important part of it. So to some extend, English learning interest is the key to successful English learning.
    The primary school stage is a beginning for students’ English learning. The success of English learning in this stage will lay a solid foundation for their future learning. So doing an empirical research about primary school English learning interest will be very significant for teachers and English learning researchers.
1.2 The organization of the thesis
This paper was divided into five parts. Chapter 1 gave a brief introduction to interest, the meaning of interest for English learning, the viewpoints of English learning interest in English curriculum standards for Compulsory Education, and the significance of this empirical research. Chapter 2 was a literature review about English learning interest and significance of these scholars’ studies. Chapter 3 was about the method, containing the aims of the research, the participants, instruments, procedures and data analysis. Chapter 4 gave a discussion about the results of the empirical study. Chapter 5 made a conclusion to this paper and offered some suggestions about improving English learning interest.
2Literature review
2.1 Present studies of English learning interest
According to English Curriculum Standards for Compulsory Education (Ministry of Education, 2011), affect is one of the important aspects of cultivating students’ overall language abilities, and English learning interest is an important factor of positive affect. Good English learning can not be achieved without the involvement of English learning interest. Primary school English learning is especially related to interest, because children learn things purely out of interest.
Many scholars have made studies of English learning interest in past years. Among these scholars, some thought that English learning interest was the essential condition to learn English well (Berjin, 1997; Epstein, 1994; Chen Qi, 2005). Cultivating students’ English learning interest was the key for English teaching. If students have strong interest in English, English learning will be a kind of pleasure for them, rather than a kind of pains (Zhang Wei, 2010). The teaching practice has showed that stimulating English learning interest was especially important for students. It could help students to learn easily and breezily (Cui Yan, 2004; Shiga Mikio, 2008). To some extend, it could be considered as the best teacher for students. The stronger English learning interest they have, and the better English achievements they will get (Liu Zhen, 2006).
Many other researchers have discussed a lot about how to develop and maintain children’s English learning interest. Zhang Li (2012) said that only by using vivid teaching methods can teachers improve their students’ English learning interest. He put forward some teaching suggestions, such as creating a good learning atmosphere for students, using the right teaching aids, adopting some role plays and cooperative competitions into classroom activities. He Rongjuan (2012) talked about the usage of story to spark students’ English learning interest in primary school English teaching. She thought story telling was a good instrument to help improve students’ interest in English learning. Wu Yexian (1996) explored the role of game teaching to keep students’ interest in English learning. Children’s span of attention was not as long as adults’. They were easy to lose their patience. So game teaching will keep their interest in English learning.
Some other scholars analyzed the relationship between English learning interest and sex. Xiao Meili (2011), Yang Chaomei (1999) and Kaur (2011) talked about the reasons of sex differences in English learning interest. They said that boys and girls have great sex differences in physiology, linguistic intelligence, social environment and learning strategies. So teachers should take proper teaching methods according to different sex. Zou Xia (2012) discussed the effect of sex on English learning interest. She held that girls had stronger English learning interest than boys and they were more active than boys during English class.
There are some empirical researches about English learning interest. Wang Chao (2008) made an empirical study of Grade 6 students’ English learning interest. It aimed to prove the correlation among English learning interest, self-efficacy and English achievements. A set of questionnaire was used in his paper, and 201 students participated in his research. He put English learning interest into three aspects. They were in-class interest, after-class interest and interest-in-English. He found that English learning interest and English achievements were positively related with each other (r=0.623), and the correlation between in-class interest and English achievements was strong (r=0.512). Ding Yongxiang (2012) researched the situation of primary school students’ English learning interest and gave some suggestions. 90 students who came from Grade 4 and Grade 6 participated in his study, and a set of questionnaire and interview were used in his paper. He found that 70% students had strong interest in English learning and 93.3% students liked their English teachers, and that was an important reason why they like English. Luo Jingting (2004) made a study of the effect about multimedia teaching on Grade 4 students’ English learning interest. 115 students from two classes participated in the research. One class was experimental group and the other was control group, and both of the two classes had the same level in English. From her research, she found that students’ English learning interest of experimental group (p=0.01<0.05) has improved a lot than that of students who came from control group (p=0.077>0.05). So teachers should adopt proper multi-media into classroom.
Xue Limei (http://www.doc88.com/p-706555435716.html) and Gao Yiming (http://www.doc88.com/p-706555435716.html) have designed questionnaires about English learning interest for primary school students. They aimed to test the picture of primary school students’ English learning interest. They put the factor of English learning interest into several items. Xue Limei’s questionnaire had eleven items, and each item had three choices, and all of the items were single choice. The questionnaire of Gao Yiming had thirty items, and each of which had five choices and all of the items were single choice.
We can see that a lot of scholars have studied the importance of English learning interest, the methods of improving students’ English learning interest, and some of them have done empirical researches. They have shed more light on the study of English learning interest, and have laid a solid foundation for our present study. Undoubtedly, these studies can be very helpful and useful to the present study. Without those researches, this thesis can not be done very well.
2.2 The significance of the research 
   Although many scholars have studied English learning interest in different aspects, we find no empirical research has been conducted on primary school Grade-five students’ English learning interest. So the researcher made an empirical study about Grade 5 students’ English learning interest in Yingcai Primary School, and tried to tell the relationship between English learning interest and English achievements, and the differences in English learning interest between boys and girls. This study could help teachers to know the current situation of students’ English learning interest.  
    Many researchers have used questionnaires in their papers to test something they want to know, but few examined the reliability and validity of their questionnaires. In order to guarantee the precision of our test instrument, the researcher examined the reliability and validity of the questionnaire through SPSS in this paper.  
The researcher divided English learning interest into three factors, which are in-class interest, after-class interest and interest-in-English. According to this classification, the researcher designed a set of questionnaire to test students’ different English learning interest.
 
3. Method 
3.1 The aims of the research 
The aims of the research were to learn about the general state of English learning interest in Yingcai Primary School, the correlation between English learning interest and English achievements, and the difference in English learning interest between boys and girls. The researcher put the aims into three specific questions:
1) How is the Grade 5 students’ English learning interest in Yingcai Primary School?
2) How is the correlation between English learning interest and English achievements?
3) How is the difference in English learning interest between boys and girls?
3.2 The participants
    The participants came from the four classes of Grade 5 in Huainan Yingcai Primary School by sampling.  
Table 1 Profile of the participants
  Boys Girls Average age English learning years
Class 1 15 10 10.02 2
Class 2 13 11 10.13 2
Class 3 14 9 10.05 2
Class 4 17 11 10.16 2
Total N 59 41    
Table 1 shows the profile of the participants. From Table 1, we can see that 15 boys and 10 girls came from class 1, 13 boys and 11 girls from Class2, 14 boys and 9 girls from Class 3 and 17 boys and 11 girls from Class 4. There were totally 59 boys and 41 girls. And their average age was about 10. All of them had 2 years of English learning, because they all began to study English at Grade 3.
3.3 Instruments
One of the instruments of the research was a set of questionnaire (See appendix). It was designed according to Xue Limei’s (http://www.doc88. com/p-706555435716. html) and Gao Yiming’s (http://www.doc88.com/p-706555435716.html) interest questionnaires. It contained three factors of English learning interest, which were in-class interest, after-class interest and interest-in-English. Seventeen questions were offered to cover the three factors of English learning interest. The questions 1, 4, 6, 7, 8, 9 belonged to in-class interest; questions 2, 3, 5, 10, 11, 12, 15 to after-class interest; questions 13, 14, 16, 17 to interest-in-English. All the questions were made suitable for Grade 5 students, and they were followed with three choices. Their scoring system was 3 points for A, 2 points for B and 1 point for C. They were written in Chinese, because it was very easy for them to understand. The personal data like name, sex and class were also required to fill in.
The researcher examined the questionnaire’s construct validity by means of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) through SPSS (a kind of popular statistic software). We found KMO was 0.806 and the Bartlett was 370.557 (df =105, p=0.000 < 0.5). For CFA, the indexes of Chi-square/df, CFI, IFI, TLI, GFI and RMSEA indicated that the model fitted very well with the data. So the questionnaire had good construct validity. And its reliability coefficient was 0.8038 to show it had a better internal consistency.
An interview was conducted. Fourteen students participated in it, and they were seven boys and seven girls. It was going in one-to-one way. It had only one question “Do you like English, why or why not?” which was asked in Chinese for the convenience of understanding and answering.
Another instrument was the mid-term examination used as the measure of students’ English achievements. The examination paper included six parts. The first part was to test “Pronunciation of Words” with 16 scores. The second part was “Word Spelling” with 18 scores. The third part was “Matching” with 12 scores. The forth part was “Sentence-Making” with 15 scores. The fifth part was “Single Choice” with 21 scores and the last part was “Reading Comprehension” with 18 scores. So the total points of the paper were 100. The statistic description of 100 students’ results was showing in Table 2.
Table 2 Information about mid-term English examination
  N Maximum Minimum Mean Standard Deviation
English Achievements 100 100 48 89.1000 11.44376
From Table 2, we can see that the maximum and minimum of English achievements respectively are 100 and 48, the Mean is 89.1000, and the Standard Deviation is 11.44376
3.4 Procedures 
The researcher had a short meeting with the two teachers from the four classes of Grade 5, telling them the purpose of the research; and requested them to help administer 100 copies of the questionnaire. We distributed the questionnaires to students by random sampling after we made them clear about our purposes and every question in the questionnaires on January 13th, 2013. Class 1 and class 3 were offered the questionnaire at the beginning of their English class, and we sent the questionnaire to class 2 and class 4 during the break time. Class 1 spent nearly 15 minutes on average, class 2 12 minutes, class 3 10 minutes and class 4 15 minutes. The collection rate of the questionnaire was at 100%.
The author chose 14 students for interview during their break time by asking “Do you like English, why or why not?” in Chinese. The interview was in one-to-one way. They were asked one question in Chinese.
When the researcher completed the two steps, the results of the latest mid-term examination were collected form the two teachers of the four classes.
3.5 Data analysis
 The researcher found out the current situation of English learning interest of Grade 5 students in Yingcai Primary School by making some descriptive statistical analysis based on these data, used the Pearson Correlation to analyze the relationship between English learning interest and English achievements, and employed Independent T test to show the difference in English learning interest between boys and girls. All of the data analyses were made through the statistic software of SPSS11.0.
 Bibliography
 
[1] Azar Mohammdi. 2012. How to encourage students to learn English [J]. Social and Behavioral Sciences, 47: 43-46.
[2] Bergin D.A. 1997. Influences on classroom interest [J]. Educational psychologist, 34: 87-98.
[3] Epstein J.L. 1994. The Concept and measurement of the quality of school life [J]. American educational research journal, 13:15-30.
[4] Kaur. 2011. The Relationship between Language Learning Strategies and Gender among Primary School Students [J]. Theory and practice in language studies, 1(10): 32-36.
[5] Shiga Mikio. 2008. Development of primary English education and teacher training [J].Journal of education for teaching, 34: 383-396.
[6] 蔡兰珍.2003.外语阅读中的性别差异[J].西北成人教育学报,3:07-08.
[7] 陈琦.2005.教育心理学[M].北京:高等教育出版社.
[8] 崔燕.2004.激发学生学习英语兴趣探索[J].焦作大学学报,10: 34-36.
[9] 丁永祥.2012.小学生英语学习兴趣和动机调查与分析[D].上海:复旦大学.
[10] 付兆佳.2012.A study on English learning interest of English majors [J].English square,4:117-118.
[11] 何荣娟.2012.初探英语故事在小学英语教学中的应用[J].现代阅读,6:212-212.
[12] 李燕娥.2009.如何面对自觉性差的学生[J].科技信息,29:14-14.
[13] 刘珍.2006.激发学习兴趣巩固学生英语成绩[J].六盘水师范高等专科学校学报,4:18-19.
[14] 罗静婷.2005.多媒体对小学生成绩、自我效能感及学习兴趣的影响[D].重庆:西南师范大学.
[15] 茆悠悠,徐成.2008.盐城市小学四年级儿童课余兴趣的调查研究[J].文教资料,12:95-98.
[16] 中华人民共和国教育部.2012.义务教育英语课程标准(2011版)[M].北京:高等教育出版社.

相关新闻

    暂无信息