Abstract
In recent years, with the rapid growth of globalization, English has already become a compulsory course in middle schools even elementary schools in China since English has gained more and more attention by the whole society. In fact, albeit English teaching has gained a rapid development in our country, there exists a relatively huge gap in the level of English learning between the urban and rural schools, and the phenomenon of "English underachiever" is not uncommon. It is imperative to figure out the reasons of students’ underachievement and put forward some effective countermeasures.
In this thesis, the author raised three questions : (1) What’s the current situation of English teaching in rural middle schools? (2) What’s the contributing factors of them? (3) How to convert these underachievers and improve their English learning?
In order to research the three questions, the author consulted substantial and relevant documentation,conducted students-oriented questionnaire investigation, interviewed some English teachers, and did classroom observation. Through the investigation and study, the author found that the reasons , which led to the appearance of English underachievers in rural middle schools, were diversified. Generally speaking, the reasons divide into three dimensions : students, schools (teachers), families. For student themselves, the reasons are their learning attitude, interest, methods and habits etc.. For schools or teachers, the reasons are teaching level, teaching strategies and English learning environment etc.. For families, the reasons are the educational level and concept (expecting too much) of parents. Based on these factors, the author put forward some countermeasures.
Key words : Rural middle school English underachievers Factors Countermeasures
Content
摘要：
Abstract:
1 Introduction-1
1.1 Background of the Research-1
1.2 Significance of the Research-2
1.3 Structure of the Research-2
2 Literature Review-3
2.1 Definition of English Underachiever-3
2.2 Studies on English Underachievers at Home and Abroad-4
2.2.1 Overseas Studies on English Underachievers-4
2.2.2 Domestic Studies on English Underachievers-5
3 Methodology-6
3.1 Research Questions-6
3.2 Participants-7
3.3 Methods-7
3.3.1 Literature-7
3.3.2 Questionnaires-8
3.3.3 Interviews-8
3.3.4 Classroom Observation-8
4 Findings and Discussions-8
4.1 The Current Situation of English Underachievers in Rural Middle Schools-9
4.2 The Factors for English Underachievers in Rural Middle Schools-13
4.2.1 The Factors from the School and Teachers-14
4.2.2 The Factors from the Underachievers Themselves-16
4.2.3 The Factors from the Families: Low Education Level.-17
5 Countermeasures-18
5.1 For Schools and Teachers-18
5.1.1 Attracting More Funds and Developing Better Teaching Facilities-18
5.1.2 Changing the Teaching Conception-19
5.1.3 Stimulating Students’ Interest in English-19
5.2 For underachievers-20
5.2.1 Taking a Correct Attitude Towards English Learning-20
5.2.2 Developing Scientific English Learning Habits-20
5.3 For Families: Cooperating with the School and Teachers-21
6 Conclusion-22
Bibliography-23
Appendixes-24
Acknowledgments-27
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