The Influence Of The Reading Circle Picture Book Teaching Model On The English Communication Willingness Of Senior Primary School Student

In the current international situation,in order to meet the needs of the rapid development of international and domestic society,it is increasingly important to cultivate students’ comprehensive English application ability,English cross-cultural ability,and English communication willingness.Current research has found that Chinese students do not lack a willingness to communicate,but rather need correct training and guidance to stimulate their potential.Improving classroom design is one of the most important methods to improve students’ willingness to communicate in English(Peng Jian’e,2008).Teachers’ organization and management of the classroom can directly affect students’ willingness to communicate.As a relatively novel teaching mode in English picture book teaching,the reading circle teaching mode has gradually entered the primary school English classroom.In recent years,domestic scholars have conducted research on the practical application of reading circles in English reading teaching(Lin Hong,2018),fully demonstrating the positive impact and important value of reading circles on students’ reading ability improvement.While improving students’ reading ability,the most prominent feature of the reading circle picture book teaching model is a good classroom atmosphere and a variety of communication opportunities.So far,few scholars have studied the teaching model of picture books in reading circles from the perspective of communicative willingness.This study aims to investigate the impact of the reading circle picture book teaching model on senior primary school students’ willingness to communicate in English through comparative studies,questionnaires,and interviews.According to the connotation of willingness to communicate in English,willingness to communicate can be divided into personalized willingness to communicate in English and situational willingness to communicate in English.The former refers to learners’ autonomous communication desire,which has obvious autonomy and stability;the latter refers to the desire of students to use English language for conversation at a specific moment,which is obviously dynamic and scene dependent.Therefore,the research question mainly includes the following two aspects:1.What is the impact of the reading circle picture book teaching model on students’ personalized willingness to communicate in English?2.What is the impact of the reading circle picture book teaching model on students’ situational willingness to communicate in English?This article classifies and selects the texts from the fifth and sixth grade textbooks of New Standard Primary School English(Starting Point for Grade 3)published by FLTRP,and conducts teaching design based on the reading circle picture book model.The experimental class adopts the reading circle picture book teaching mode,while the control class adopts the conventional teaching mode.After a semester’s course,a questionnaire survey was conducted among students in both classes,and some students in the experimental class were interviewed.The conclusions of this study are as follows: The reading circle picture book teaching model affects students’ willingness to communicate in English.In terms of personalized willingness to communicate in English,students have a stronger desire for autonomous communication,and this desire is more sustained and stable.In terms of situational willingness to communicate in English,students can demonstrate a relatively positive communication intention when facing different numbers of communication objects and different forms of communication situations.The innovation of this study lies in the fact that previous studies on reading circle picture books focused on their positive effects on improving students’ reading ability,while this article focuses on their impact on students’ willingness to communicate in English.While enriching the teaching of reading circles and picture books,it also provides reference suggestions on how to improve students’ willingness to communicate in English in daily teaching.In addition,there are many shortcomings in this study.For example,only the fifth and sixth grade textbooks of New Standard Primary School English(Starting Point for Grade 3)from FLTRP were studied,while the comparative study only used the first volume of the sixth grade textbook,and relatively few students and teachers participated in the comparative study.It is suggested that future research can start from the above issues and expand the number and scope of textbook research and participation of students to compensate for this limitation.