The Relationship Between Class Presentation And Students’ English Learning Interests

As a kind of teaching activity,class presentation can activate the classroom teaching atmosphere,give full play to students’ creative thinking and reflect students’ independent cooperative learning ability.With the reform of foreign language teaching in basic education in China,class presentation has become more and more popular in class teaching.With the extensive use of class presentation in classroom teaching,it not only reflects its advantages,but also exposes many negative effects.Due to individual differences,each student has different preferences for class presentation tasks.Accordingly,due to their different hobbies,each child performs differently in the process of completing tasks.In class teaching,some teachers only focus on the class presentation forms,neglecting students’ learning interests,which sometimes produces the opposite effect.With the fast development of class presentation in teaching,more and more scholars and teachers have focused on the research about the application of class teaching,but rarely pay attention to the relationship between class presentation and students’ intrinsic learning interests,which plays a significant role in students’ learning effect.Based on the above content,the author intends to take the second grade students of Xi’an Xihang No.2 Middle School as an example to analyze the relationship between classroom presentation and students’ interests in English learning,which attempts to provide some theoretical basis for the practical application of class presentation.The theoretical basis of this thesis is Swain’s Output Hypothesis Theory and Learning Motivation Theory.Taking class presentation as a kind of out-put activity,the author aims to explore the relationship between students’ intrinsic learning motivation and class presentation.Based on the above background,the following research questions are proposed:1.What are the factors that affect students’ learning interests in English learning? What effect does students’ interest in learning English have on the effect of class presentation?2.What is the relationship between class presentation and the generation as well as the development of students’ learning interests in English learning?3.What is the relationship between different types of organization presented in class and students’ learning interests in learning English?Based on the above research questions,the author designed corresponding questionnaires,interviews and classroom observation scales.A total of 207 students participated in the questionnaire filling,10 students and 2 English teachers participated in the interview.Through the combination of literature method,questionnaire and classroom observation data,this paper analyzes the factors of classroom activities that affect junior middle schoolstudents’ interest in English learning,the influence of learning interest on class presentation effect,and the relationship between different types of class presentation and students’ interest in English learning.Finally,through interviews with teachers and students,this paper further analyzes the relationship between class presentation and process of students’ developing interests in English learning.Research findings: 1.Classroom activity factors that affect students’ interest in English learning are divided into internal factors and external factors,and students’ English learning interests are positively correlated with the class presentation effect.2.Students’ indirect learning interest can better promote students’ learning and the class presentation effect.3.Among the three different types of class presentations,students most like to participate in oral class activities and least like behavioral class presentation.In terms of the effect scores of the three different forms of class presentation,the written class presentation played a more positive role,while the behavior class also scored the lowest and showed the least significant performance.4.Presentation skills are closely related to students’ developing learning interests.According to the survey results,this paper summarizes some suggestions for English teachers and students.First of all,during class presentation,students’ indirect learning interest should be paid more attention to,teachers can use teaching skills to stimulate students’ enthusiasm to participate in learning activities.Secondly,teachers should adopt different teaching modes for the students,and arrange appropriate class presentation tasks according to the students’ personalities.Only in this way can we ensure that every student can find the most suitable expression form from the three types of class presentation,so as to effectively promote the effect of class presentation and learning efficiency.Finally,teachers should give timely and effective feedback to students.Teachers can participate in class presentation with students in order to strengthen the mutual feelings between teachers and students,which can help teachers know more about students’ characteristics.For different students,the process of learning interests’ generation is also different.Timely feedback can ensure the students’ degree of interest expression,so that teachers can make timely adjustments.