A Study Of The Effect Of Diversified English Assignments Design On Primary School Students’ English Learning

English assignments design is one of the most effective ways to improve students’ comprehensive language skills,and it is also an important method for students to learn English after class.At present,there are some problems in primary school English assignments design.How to improve the design of primary school English assignments has become an important task for primary school English teachers.This paper focuses on English assignments design in primary school.The purpose of this paper is to answer two research questions:1.What is the change of students’ attitude towards the design of English assignments before and after the experiment? 2.What is the effect of the diversified English assignments on students’ English academic achievement? In this study,92 students from two classes in grade six of a primary school are the subjects of the experiment.The research instruments are questionnaires,group interview,pre-test and post-test.The author makes a comparison of the results of the pre-test and the post-test,and uses SPSS software to analyze and discuss the results of the questionnaire,the pre-test and the post-test.In the process of the experiment,the teacher designs traditional English assignments for the students in the control group and diversified English assignments for the students in the experimental group.After a comparative study which lasts for a semester,the results show that: 1.Before the experiment,most students think that the traditional English assignments is mainly listening and reading.The form of assignments is single.They often copy the words and sentences mechanically,and they have few chances to practice the language in real life.After the experiment,most students hold a positive attitude towards the design of diversified English assignments,and think that it can enrich the forms of assignments,reduce the frequency of mechanical copying assignments,improve students’ ability of using language,and enhance students’ interest in finishing English assignments to a large extent.2.Compared with the results of the control group,the scores of the experimental group are significantly improved.The average score of the experimental group is two points higher than that of the control group,and the median is 1 point higher than that of the control group.In experimental group,the scores of children with English proficiency at all levels are improved to a certain extent.At the same time,this paper also puts forward some suggestions on the design of diversified English assignments.The author believes that teachers should take more account of students’ subjectivity and differences in the design of assignments,combine English assignments with classroom teaching better,and innovate evaluation methods.These suggestions can provide useful reference for promoting the research on diversified English assignments design in the future.But there are still some shortcomings in this paper,which need to be improved in the future,such as limited research subjects and research time.