A Study On Urban Migrant Children English Learning Status And Influencing Factors

With the improving of the Chinese economy, China’s urbanization process is accelerated, so the number of rural labor to urban flow is rapidly growing and the city trailing migrant children’s education problems cause the attention of all parties. China actively promotes the equality of education and lays much emphasis on the people-oriented policies to meet new expectations in education of the migrant workers which is among the social vulnerable groups. From the perspective of English subject, this study discusses the city migrant children’s English learning status, problems and influencing factors and probes the subsequent changes that may bring influence on the children’s physical and mental health. It aims to offer some suggestions adhering to the rules of English study and students’ physical and mental development and promotes the migrant children’s growth and success.This study clarified the various factors that affect learners’ learning and learned the present English learning situation of the migrant children in China on the basis of forefathers’ research. Taking3middle schools in Wuhan city as an example, this study selected187first-year junior middle school students (grade7) as the research object, compared the differences between migrant children and urban children’s English learning status through questionnaire survey, interviews and other research methods, analyzed the influence factors of migrant children’s English learning from the internal factor (the students factors) and external factors (teachers factors, schools factors and families factors) two dimensions. Finally, according to the research conclusion, this paper put forward the proposals mainly from three aspects (teachers, schools and families) and explored the path to promote urban migrant children English subject academic progress and facilitate their physical and mental development.Based on the findings of this study, the conclusions are as follows: firstly, overall, migrant children’s English learning were significantly lower than that of urban children’s English learning level. Secondly, the factors of student, teachers, schools and families all affect the students’ English learning from the different aspects in varying degrees, and among them the student factors have the greatest influence, followed by teacher factors, families factors and finally the schools factors. Thirdly, in the internal factors, learning interest, learning motivation, learning strategy impact on migrant children’s English learning level obviously; their English learning background does not have a significant impact. Fourthly, in external factors, teaching methods and the relationship between teachers and students of migrant children have significant influence on their English learning.According to the research results, it can be concluded that due to internal factors, external factors, and many other factors, urban migrant children encountered more difficulties in English learning in the process of urban study. Relative lag influences their English learning self-efficacy, which caused certain adverse effects to the body and mind, which is not conducive to this group of normal learning and healthy growth. The purpose of this study is to call for the teachers, parents, society and government to pay more attention to this group’s study and growth, help them develop the learning ability, solve the learning difficulties, build confidence, lay a good foundation for their future development.