Research On Attitudes In English Learning For Art Students Of Senior Grade Three

Introduction: "Studying arts " and " arts testing " are two currently hot issues in society. As a special group, the number of art students is increasing rapidly, and their study of English is being paid attention to. English is a special subject, which needs understanding, massive memories, and also practicing. What is more, it must be put into use. Attitude is the learner's positive or negative psychological tendency to the study affected by external factors and students' internal factors which may include cognition, emotion and behavior. Attitude in learning English as a subjectively internal factor is an extremely important factor which decides the student's study effect, while the objectively external factors should not be ignored.Objective: To better understand art students' English study characteristics and to clarify the factors influencing their attitudes in learning English so as to find some Countermeasures to promote their English study attitude and to better instruct art students to carry on their English study, the research on the attitude in English learning for art students is conducted.Materials and Methods: This thesis first compares the difference between attitude and some other correlation concepts, discusses the function of attitude, its influence on students' study especially the factors influencing attitude in English learning of art students. In this thesis the random sampling method is used by extracting 616 students from 1,600 students in three middle schools of Mianyang. Meanwhile the differences of learning attitude between good and poor students of art students, art and non-art students are compared in the form of questionnaires.Results: (1) The first survey shows that attitude in learning English of non-art is better than that of art students, and it is the same between good and poor art students (P<0.01) , which is statistically significant.(2) The second survey results show that the enthusiasm in learning English of non-art students is higher than that of art students, which is statistically significant.(3) The third questionnaire results show that non-art students like learning English more than art students, which is statistically significant ,too.Conclusions: The findings show that the art students' English scores have the positive correlation with their attitude in learning, and its three essential factors—cognition, emotion and behavior are in consistent coordination. While scores of poor students' emotion behavior and cognition are remarkably lower than those of good students', the scores of art students' are much lower than those of the non- art students.With the art students' English study characteristics and the correlation of the reference data analyzed, this research may provide certain help to the curriculum reform as well as the revision of the teaching materials and syllabus, and may provide models for teaching practice to enhance art students' attitude in English learning.