A Research Of Students’ English Deep Learning At Junior High Schools In Liuzhou

Deep learning can help learners critically learn new ideas and facts on the basis of comprehension,integrate those facts and ideas into their original cognitive structure,and transfer existing knowledge to new situations to promote student’s decision making and problem-solving skills.The study aims to have an understanding of the current situation in the area of English deep learning at junior high schools in Liuzhou,to find out differences in English deep learning among students in different grades and genders,to analyze the problems existing as well as the causes of the problems.Based on the data collected from the study,countermeasures are proposed to strengthen student’s English deep learning skills at junior high schools.This study is supported by questionnaires for research,supplemented by one interview.The questionnaire includes four dimensions: English deep learning cognition;English deep learning emotions;English deep learning thinking structures and English deep learning motor skills.The reliability of the questionnaire is 0.983.The questionnaire was filled in by 414 students from three experimental middle schools in Liuzhou,and 353 students did the questionnaire validly.Then the SPSS software was applied to carry out statistical analysis of the questionnaire data.Interviewees were randomly selected from three middle schools in Liuzhou.The interviews were conducted in Chinese,and the entire process was recorded and then transcribed into English for research,aiming to explore the existing problems in English deep learning and the causes of the problems.（1）The overall situation of the English deep learning of junior high school students in Liuzhou;（2）The situation of differences in English deep learning among different genders and grades;（3）What are the problems existing in English deep learning? What causes them?The study comes to draw the following conclusion:（1）The level of English deep learning in junior high school students in Liuzhou is fairly high on the whole.Specifically,students have good cognition and motor skills which belongs to relatively high level,but their emotion and thinking structures are relatively weak which belongs to the medium level.（2）Significant differences exist between male students and female students in cognition,emotion and motor skills of English deep learning,but there is no significant difference in thinking structure.Female students’ situation of English deep learning is better than that of male students in all dimensions.As to English deep learning in junior high school students of different grades,there are not any significant differences as a whole,but grade eight students are slightly better than grade seven students in cognition,thinking structure and motor skill dimensions.In contrast,grade seven students are slightly better in emotion.（3）There exist some problems which are oral practice,the pronunciation and the usage of the words,the mastery of the grammar and cooperative learning in cognition,emotion and thinking structure dimensions of deep leaning for junior high school students,especially in the aspects of transfer,interests,relational structure and so on.The reason is that students have limited opportunities to practice English thinking,grammar and oral English,and teachers lack targeted guidance.In addition,students have lower level of persistence and diligence in English learning in and out of class.The following suggestions are put forward to promote English deep learning for English teachers and students based on the results of the survey.Meanwhile,these suggestions are of significance for teachers and students in other schools.（1）Teachers should provide enough targeted guidance for students according to their emotional or cognitive characteristics of different genders.（2）Teachers should design English deep learning tasks according to the interest and learning motivation of students with different genders and grades.（3）Teachers should design reward rules according to the interest and learning motivation of students with different genders and grades.（4）Teachers should create suitable environment where students have enough oral English practice in and out of class.（5）Students should accumulate English knowledge through note-taking strategies in order to effectively improve their ability to think deeply about knowledge.These suggestions also have implications for English teachers and students of junior middle school in other schools.