小学英语学困生学习动机的分析及对策研究

小学英语学困生学习动机的分析及对策研究Contents ContentsIAcknowledgmentIIAbstract (in Chinese)IIIAbstract (in English)IV1. Introduction12. Problem analysis12.1 Analytic method12.2 Cause analysis12.3 Questionnaires22.4 Observation23. Possible solutions24. Project objective25. Project hypothesis26. Project rational27. Project design27.1 Description of subjects27.2 Class activity design38. Project implementation49. Data analysis510. Project evaluation611. Conclusion7References:7Acknowledgment I would like to express my heartfelt gratitude to my tutor Mr.Xia, who helped me with my problem patiently and give me many critical suggestions. Without his help, my thesis wont get off the ground smoothly and come to a perfect ending.I also appreciated my parents encouragement, with whose encouragement I can work out this problem and never break down.Furthermore, many thanks to my students, for their willing participation in the project implementation.摘 要小学英语教育是我国基础教育的重要组成部分。英语学困生的状况不利于学生今后的人生发展。因此，本人从认知心理学的视角出发，分析英语学困生的学习动机，探讨激励学困生的英语学习兴趣，发展学困生自主学习能力，从而找出提高他们英语学业成绩的策略和措施。专门设计的四个星期的课堂教学实践活动证实了这个假设。在实验过程中使用了有效小组活动理论方法验证了这个假设。关键词：小学英语；学困生；学习动机；策略技巧Abstract In China primary school English education is an important part of the basic education. The English low achievers conditions unfavorable to students future life development. Therefore, its necessary to analysis the Learning motivation of the learning difficulty students in English, stimulating their interest in learning English, and developing the students autonomous learning ability, So as to find strategies and measures to improve their English achievement.This hypothesis is verified by a four-week practice of well-organized class activities. Methodologically, three methods are used, and they are analytic method, cause analysis, questionnaire survey, and observational study.Key words: primary English, low achievers, learning motivation, stimulate strategy 1. Introduction In the time of face to all students, to lay a good foundation for students all-round development and lifelong development, study the low achievers has far-reaching significance. The national English curriculum standard pointed out: English curriculum must face all students, pay attention to quality education. Courses with particular emphasis on attention to each students emotions, stimulate their interests in learning English, help them build learning sense of achievement and confidence. However, there are low achievers in each class, they arent interested in English, their grades arent good. But the teachers put more attention on learning eugenics, not enough attention to the low achievers. Why there are so many low achievers? What caused their learning difficulties? How to improve low achievers learning motivation and improve their academic performance? 2. Problem analysis According to my teaching experience, it is found that although I try my best to explain the text in the class, not all the students listen to me carefully, even some are doing other works and cannot answer the questions. The class atmosphere is very lifeless. And they dont like to use English outside class, which makes them cannot improve English well. It is seemed that both the students and I have problems. a) On the one hand of my students, they have seven main courses to do inside and outside class in junior middle school, maybe they cannot deal with so many works at one time. It is possible that they have difficulties in English learning under the deep influence of their mother tongue. During study, they are afraid of making mistakes and asking questions, even have no confidence to speak in English. This is the result of teachers rigid requirements, which make the students feel nervous about punishment. Then the students bad learning habits may also make them lose interests in English class.b) On the other hand of me, I think sometimes I lack the ability to communicate with my students. I failed to build a good relationship with them. Actually, it is believed that I did not really meet the students needs, and my teaching plans are to some extent boring.Its toomuch workfor a teacher to pay attention to every student in a large class. Therefore, various class activities should be designed to solve this problem. I used four methods to analyze this problem: analytic method, cause analysis, questionnaires, and observation. 2.1 Analytic method Under the consideration of methodologies in English Language Teaching Methodology (2), it is found that my teaching plans have many shortcomings. I neglected the importance of class atmosphere and the students feeling. Our students are junior ones, they are new English learners. Attracting their attention is the key point. Our responsibility is to arouse their interest in English study and cultivate their skills of independent learning but not instill knowledge into their minds. Its more important to make the students love English than to ask them to get high marks in the test.2.2 Cause analysis In order to get more idea about this problem I made up some questions to ask myself, then to deal with them by communicate with my students. The questions are as follows: Questions Answers Is it because they think my teaching steps are very boring? Probably yes. Is it because they are afraid of me? Maybe. Is it because they think English are less important and necessary? Maybe. Is it because they have difficulties in listening to me? Yes. Is it because I speak too fast? Perhaps. Is it because Im too strict? Maybe. Is it because they do not like speaking in English? Maybe. Is it because they cannot have fun in learning English? Probably yes. Is it because they have problems in doing English homework? Probably yes. 2.3 Questionnaires I provide a series of questions for all of my students to improve my teaching plan. It is found that most of the students said my teaching methods are not interesting, even boring. Some said that they had many problems unsolved, but they didnt want to ask me any questions. They cannot find confidence in my class and they feel anxious to speak English in the class. 2.4 Observation Junior students mental characteristics are childish. According to this, I spend several weeks to observe my students. In my class, I sweep my eyes over every student frequently and always encourage them in order to make them feel there is no forgotten corner. In this sense of security, students can make full use of their creativity.3. Possible solutionsFirstly, if the classes are more interesting and lively, the students will pay more attention to English learning. I will design a series of class activities like small games and performances. Secondly, create a harmonious and stimulating relationship with my students. Only then can teaching be considered effective, for real learning can take place. Thirdly, divide the students into two average groups to make discussions and then organize a competition between them.4. Project objective This project is aimed to improve my students interests in learning English and enable them to make full use of English in and out of class.5. Project hypothesisIt is hypothesized that the students learning skills are improved by the new teaching models. If they are used, then the students will change their mind about English study, and their communicative ability will be improved accordingly.6. Project rational a) Low achievers learning motivation is not strong, especially in a serious shortage of learning confidence. Their learning habits are not good. They are not interested in English. Low achievers attitudes towards people and the culture of English countries may also affect their enthusiasm to learn English.b) To build a good relationship between low achievers and teachers, low achievers always think that teachers dont like them because they cant do well in study. They dont have confidence. Build a good relationship between low achievers and teachers, making them believe that teachers like them, teachers are willing to teach them well.c) “ Encouraging” being a language function, we have a whole range of linguistic tools at our disposal, but further than that, we will concentrate on encouragement from the point of view of learner psychology as well. Every students need encouragement, especially the low achievers. We use success, avoiding embarrassment and praise to deal with this behavior in order to motivate and encourage the low achievers.d ) Happiness and games are the essential parts of a day. Build up a relaxing class environment, make the students study easy, arouse their interests in English learning.7. Project design7.1 Description of subjects My students are pupils of Class 1 Grade 6. even though they have learned three years English, there are many low achievers in my class . And their impressions on the teacher influence their language learning directly. Most of them are becoming less positive and make slow progress. What I want to do with this phenomenon is that I will let them to have a four-weeks teaching experiment. It provides the students special designed activities. And some of them will be interviewed during these procedures. 7.2 Class activity design Week 1 Time: Sept.17 Tuesday Class2 Content: How do you go there? Aim: Arouse the low achievers interests in English. Procedures: Step 1 Warm-upTeach students an easy English song, and group singing. Then introduce a low achiever to sing in the front. No matter he sings good or not, I clap my hands with the other students.Step 2 Practicea) Introduce the traffic ways, teach students how to say in English.b) Play some games, ask the students to practice in the games. The teacher prepares some cards written kinds of traffic ways.c) Ask the students to remember the traffic ways in groups. The teacher helps the low achievers. Week 2 Time: Sept.25 Wednesday Class3 Content: Where is the science museum? Aim: Build up a relaxed classroom atmosphere and strengthen the low achievers self-confidence. Procedures: Step 1 Warm-upTeach an easy chant. Encourage the students to open their mouth and speak loudly. Mistakes are accepted. Dont be afraid to make mistakes and dont be shy.Step 2 Practicea) Read a passage about building up self-confidence. b) Teach a dialogue about where is the science museum. The students read and answer the questions:Q1: Is there a science museum near here?Q2: Where is the science museum?Q3: Is it far from here?Give more chances to the low achievers, encourage them to hand up, and let them to answer the easy questions, if they answer right, give a point. c) Ask the students to make dialogues according to this passage in groups. When they are practicing, the teacher helps the low achievers, let them can make dialogue successfully. Then introduce them to perform in the front. Week 3 Time: Sept.30 Monday Class1 Content: The customs of foreign country Aim: Promote the students knowing about foreign country Procedures: Step 1 Warm-upa) Put up some English puzzles for the students to guess. If one knows the answer, he can stand up freely without putting up his hands.b) Invite volunteers of each group to take dictations in front of the blackboard in turns, in a limited time of five minutes, who write the most words at last, he and his group will get a prize.Step 2 Practicea) Tell a story about foreign country. Make the students know there are some differences between the foreign country and our country.b) Tell the students the foreign living habits and marriages customs. Tell them the foreign students study ways and living ways.c) Watch the short films. Week 4 Time: Oct.10 Thursday Class 2 Content: How can I get to the hospital? Aim: Help the students to cultivate good habits in learning English Procedures: Step 1 Warm-upDance with the students. Learn an easy dance, then dance together. Make a happy atmosphere.Step 2 RevisionAsk the students to pick out a piece of paper, and give them a dictation about the words and phrases learned in last class. After that change the papers with their partners for correction. Step 3 Practicea) Draw a map on the blackboard. Then listen to the tape and ask the students how can the author get to the hospital?b) Ask one students to draw the lines on the map.c) Ask the students to make dialogues and write down the related information, when they are writing, the teacher walk around the classroom and guide the students.8. Project implementation a) Use word cards for practicing the students memorial ability and arouse their interests. Introduce two volunteers to stand in the middle of the class. One explains, the other guess. The one who explain the words on small cards can act by both linguistic and body languages, but not speak out the word related to the card. The other one should guess as many as he could through the students acting in no more than one minute. Every student has an opportunity to play in turns. Then I draw a conclusion about the result, pick out the winners. In order to correct the students pronunciation, I lead them to read the words guessed in the small game. Invite the two winners to read before the whole class.b) Tell a small interesting story to attract the students attention in English and motivate their curiosity. They will be well concentrated by class atmosphere. Ask one student to repeat this small story so as to check whether he has got the general idea. Then I make up for the detail and grammars. c) Practicing tongue twisters to stimulate competitions between students. Firstly, I make a model of the twisters in Standard English. Let the students to follow my pronunciation. Then practice with partners. This will build up a sense of security, making them not feel alone nervous. If someone have confidence in himself, he can stand up and speak loudly with his partner. No matter how they speak, they will be praised for their braveness. It doesnt matter for making mistakes. In this part, the whole class become active and lively. At last, I assign homework, it is that ask the students to collect some twisters or funny short stories after class, and share with classmates in the next class.n Black background, brown background.n Elizabeths birthday is on the third Thursday of this month. n Fresh fried fish, Fish fresh fried, Fried fish fresh, Fish fried fresh. n Green glass globes glow greenly.n I thought a thought. But the thought I thought wasnt the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldnt have thought so much. I wish I were what I was when I wished I were what I am.n I wish you were a fish in my dishn Never trouble about trouble until trouble troubles you!n Silly sheep weep and sleepn A big black bear sat on a big black bug.n Theres a sandwich on the sand which was sent by a sane witch.n Two tiny tigers take two taxis to town.d) Role-play. According to the passage which I have explained the vocabularies and grammars. Divide the whole class into a couple of average groups. Each group should make a discussion related to this passage, and suppose a situation to make a dialog. In a limited time of ten minutes, the students who have prepared well will be invited to perform their dialog in the middle. Some properties will be provided for them, however, they can make by themselves, too. There is one important thing to be claimed that during discussion, every group must design a character for me. That is to say I will play together with them as a participant in the role play. This will help to promote the good relationship between teacher and students. At the same time, it is rarely happened that teacher and students can play together in class before. The students desire to see the teachers acting, they will become more active to perform. 9. Data analysis For the purpose of analyzing the problems, two questionnaires were issued for my teaching experiment, one at the beginning of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that comparisons could be made to see the improvement after the implementation. And the students are the subjects to help me to complete this survey. When all the data from the questionnaires are collected, the following significant findings are revealed.Data from questionnaire (I)& (II) There are totally 40 students in my class. Table 1 Comparison of students attitude towards English learningDegree of speaking in English Love it very muchLike itLike it a littleNot like it at allPre-trial(No. of Ss)9151610Post-trial152230Figure 1 Comparison of degree of speaking in English between pre-trial and post-trial n It obviously shows that many students change their minds on speaking in English after experiment. Many students have raised their interests in English. In the pre-trial questionnaire, there is only 60% of students like English, while there is 92.5% of students