A Study On The Effectiveness Of English Assignment In Senior High School

The implementation of English quality education in middle school lays emphasis on developing students’ innovation and practical ability. According to the English curriculum standard, students’ abilities of using language are based on students’ language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. English assignment is an important part of classroom teaching, a supplement and extension of classroom teaching. Therefore, English assignment should promote the development of students. But the current senior high school students’ English assignment mainly consists of recitation, transcription and translation exercises. Mechanical memorization and single written work has brought about some negative influence, leading to students’ lower enthusiasm of completing English assignment and lack of interest in learning English. Therefore, how to change students’ attitude from "want me to do" to "I want to do" is a theme that English teachers need to take into consideration. Based on this background, this paper apply some methods of designing and arranging assignment according to related researchers’ view to discusses how to change students negative attitude towards English assignment, how to improve the students’ interest in learning English, how to improve learners’ English level. This study chooses Class(12) of Grade two in Guizhou Province Experimental Senior High School as the experimental class, Class(11) as the controlled class. English course in both classes is taught by the same English teacher. Before the experimental research, this paper carry out a survey to investigate the current assignment situation in senior high school by handing out questionnaires to 114 students from Class(11) and Class(12) and 18 English teachers of Grade two. At the same time, it conducts a preliminary test to evaluate students’ English level in both experimental class and controlled class. The experiment time lasts three months. During the time, students in experimental classes are arranged the reformed English assignment to finish after class while students in controlled class still complete regular English assignment as usual. After the experiment, the paper conducts a survey by questionnaire in the experimental class to obtain students’ attitudes towards the reformed English assignment. Two classes were also both given a test. By comparing and making a contrasting of the two results, the paper has proved that the hypotheses are correct. The results show that through the application and practice of reformed English assignment, students’ negative attitude towards English assignment has been changed gradually and their interest in learning English has been inspired or stimulated and students’ English level in the experimental class has been improved.