Onhowodevelopheineresofjuniorschoolsudensinenglishlearning_开题报告

With the development of globalization ,Many no speaking english countries also try to learn english . for instance in European countries, the level of english learning is much uneven , the north European abviously speak english much better than France. It ‘s basically depend on the atitude of local govermant policy and education situiation at shcool . on the other hand generally in Asia countries speak much better than before the year 2000.

As we all know, the world today is made up of neither lonely islands nor isolated countries .globalazation is going through a process of communication and probably conflicts or integration. It often happens that cross national boundaries in the form of communications .English is used to communicate in these cross-nationl commercial trade and international trade and bussiness which has drawn wide attention from researchers and educators,as Ming Fang Hsieh (255-270) describe in her papers that in Taiwan it has become prevalent in response to the trend of English as an international language. Current studies are interested in investigating the outcomes or developmental process of learning English from a linguistic perspective

Having set the international background, let’s return to domestic development concerning jounior school in english study. There’s no doubt that that is very important period of learning english in junior shcool time and develop their interest of study. however, as the study shows the junior school students in the Easten cities speaks much better english than the West. In spite of current situation it’s been investigated by many groups and in response to this problems there is also some methods of leaning english for Junoir school students. As Shenyan explained in her paper that “ China teaching method has been critisized as  time-consuming and low efficient’’, its set up purpose base on class exam rather pratical use , the students sitting in classroom and listening to the lesson and making note and copy the context , while there is few time left for students reflect on and digest what has been taught in class , the change to practice ,let alone the communication with teachers and students . so she consider its main reasons the class effect is poor . 

Howereve some others english learners believe it should apply appropriate ways according the current case, Joel declears “ what teaching methodology is best suited to teaching the students , the language policy is not a questions of resource , also it should be taught maxinize the opprotunities for young students .”

Undoubtfully ,English course is also fandenmental stage in junior school, even there ia more than above two discussions concerning the english learning and method ,because of some external and their own reasons , some students show few ethusiasm in english study , moreover some even escape the class in englsih learning, consequensely the learning effect is poor, to some extent seriously affect the teacher’s teaching. For the current problem effective measures should be taken to slove this puzzle and develop the interest of learning english for junior shool students . therefore in this paper shows the investigation result and give methods in learning english and develop the interest of studying .

Thus, considering above quesionnares mentioned , there is a need to perform a proper methods for junior students in english learning , the teaching should be relevant to the real use of english today and geer the students to be able to communicate in english as their wish.i’ll elaborate this point in following paper.

Key Words: Junior school english , English Learning , Develop Interest ,English Teaching.

Outline 

1.Introduction of external background

2. Introduction of intrnall background

3.The problem happen in middle school 

3.1 the reasons of some lack the interest of english learning 

3.1.1 family factors 

3.1.2 self-factors 

3.1.3 teaching methods 

3.2 the method of develop the interest of english learning 

3.2.1  text book content 

3.2.2  class environment 

3.2.3  teaching and game 

4. Conclusion

5. References

           References

[1]高巍，《初中英语教学过程中学生兴趣的培养》，《科教文汇》，总第272期，2016年12月下，第121-122页。

[2] 沈亚丽，《浅谈初中英语的教学对学生自主能力的培养》， 《学周刊》，2015年第6期，P166页。

[3]叶海深 《浅谈初中英语教学中小组合作学习的实施策略》，《中旬刊》中国校外教育，P100， P133 页

[4] 李娜，《浅谈对于初中生英语学习兴趣的培养》，《学周刊》，教学管理，2017年9月，第25期， P176-177

[5] 王书峰，《浅析初中英语教学的兴趣培养》，《学周刊》，艺术教学，2013年第8期，P208页。

梁丹枫，《初中英语趣味教学的探索》，《English Teachers》,2016年第18期，P123-124-125 页。

Shenyan, 《A Review of English Teaching Methodology in China 》《OVERSEA ENGLISH》, ISSN 1009-5039 , P103-P107 

Rod Ellis 《English in Elementary School Limitation and Possibilities 》,《Journal of Foreign Lanaguage》, 2010 年1月，第33卷第一期。

Joel Heng Hartse & Ling Shi , 《INVESTIGATION ACCEPTABILITY OF CHINESE ENGLISH IN ACADEMIC WRITING   》,Contempprary Foreign Lanaguage Studies 384/12 P 110-122. 

SALAM MAIRI 《AN ENGLISH IS AN LINGUA FRANCA PERSPECTIVE IN ASIA ENGLISH LANAGUAGE TEACHING  》,《Chinese Journal of Applied Linguistics 》,2016年10月，第39卷第4期，P401-421