A Research On Learning Situation In English Teaching Transition Period From Primary School To Junior High School

At present,students’ learning situation in English teaching transition period from primary school to junior high school has attracted widespread attention.English Curriculum Standards for Compulsory Education stipulates that the English education in primary and junior high school schools in China must strengthen the transition between the various sections to help with students’ learning.However,many students originally had a certain level of English in primary school.After entering junior high school,students show a decline in English performance,such as interest,motivation and so on.Therefore,the problem of the transition of English teaching from grade 6in primary school to junior high school is worthy of consideration,and teaching should be based on the students’ learning situation.The purpose of this study is to investigate and compare the English learning situation of students in grade 6 in primary school and students in grade 1 in junior high school,and on the basis of the data,the author raises some effective strategies for transitional English teaching from primary school to junior high school to make contributions to English teaching efficiency in grade 1 in junior high school.Theory of Zone of Proximal Development and Affective Filtering Hypothesis are used as the supportive basis of the present study.And for the research instruments,questionnaire is mainly used in this study.For the subjects of the research,the authorchooses the students from Liangcai School in Bijie District,Guizhou Province.The questionnaire is modified based on Xie Qin’s(2011)questionnaire.The dimensions of the questionnaire include six aspects: learning interest,learning attitude,learning self-confidence,learning motivation,learning habits and strategies,knowledge and skills to answer the following three questions:(1)What is the overall situation of English learning of students in grade 6 in primary school?(2)What is the overall situation of English learning of students in grade 1 in junior high school?(3)What are the gaps between students in grade 6 in primary school and grade 1 in junior high school in English learning?The research results show that:(1)The overall situation of English learning of students in grade 6 in primary school is positive,with high learning interest,positive attitude,high motivation for English learning,better learning habits and popular use of learning strategies with certain levels at knowledge and ability.(2)Students’ English learning in grade 1 in junior high school is generally good,their learning attitude is positive,their learning interest and self-confidence and motivation are relatively high,their learning habits and strategies are good,having a good master of knowledge and ability.(3)Compared with the learning situation of students in two grades,self-confidence in English learning and English learning interest decrease,knowledge and skills improve rapidly,but there are certain problems in phonetic alphabets and words memory.Basing on the results of the data,the author analyzes the gaps between students in grade 6 in primary school and grade 1 in junior high school in English learning,and further puts forward strategies for English teaching transition.Transition strategies for teachers in grade 1 in junior high school:(1)Investigating the situation of students’ English learning situation at beginning of the first semester and teaching according to the situation.(2)Integrating cultural content into teaching and strengthening students’ inner motivation of English learning.(3)Adjusting the order of content in the textbook according to the actual needs of the students.(4)Paying more attention to students’ learning process and cultivating students’ sense of achievement.Transition strategies for teachers in grade 6 in primary school:(1)Making use of thecharacteristics of strong imitation ability of primary school students,and providing students with excellent audition materials to cultivate students’ good sense of language.(2)Designing appropriate games and mind maps to arouse students’ interest in English learning.(3)Improving phonetics to provide students with a good language environment.