An Investigation Research On The Status Quo Of English Learning Of Left-behind Children In Rural State-run Middle Schools

With the acceleration of China’s urbanization process and the large-scale outflow of rural labor,a series of social,economic,and educational problems have been produced.The education of LBC(left-behind children)has captured public attention,in particular.Currently,there is abundant research on the education of LBC in China,but less attention has been paid to the English learning of LBC in rural state-run middle schools.This study aims to investigate the status quo of the English learning of LBC in rural state-run middle schools in Kaifeng,Henan Province,and clarify the issues about English learning of LBC,with an analysis of these issues,provide counter measures as a case reference for research in this field.This study employs questionnaires and interviews to carry out the research with the participation of 1,200 students and 76 teachers in 3 rural state-run middle schools of Qi County,Kaifeng City.It investigates the status quo of English learning of LBC based on a self-designed questionnaire and interview outline,with the distribution of1,200 questionnaires and received 1,200 valid responses.This thesis develops around three questions.First,what is the status quo of the English learning of left-behind children in rural state-run middle schools? Second,what are the causes of the English learning status quo? Third,what countermeasures should take to improve rural left-behind children’s English learning? This study conducts a multidimensional investigation from the perspectives of LBC’s English learning motivation,English learning methods,English learning effect,and LBC’s environmental conditions both at home and school.By the use of classroom observation,the study furthers to acquire LBC’s classroom status quo.Through the methods above,more information of LBC’s crucial learning problems is acquired in rural state-run middle schools,and more effective are explored in rural state-run middle schools.By investigation and analysis,it is found that most rural LBC have low English learning interest,weak English learning motivation,limited English learning effectiveness,some of them are bored with English learning.English learning motivation analysis reveals that only 12% of LBC show their interest in learning English,and 73% of LBC hold that they learn English for the purpose of taking exams.Data on LBC’s English learning methods show that 6% of LBC always preview or review the lesson,and LBC’s English learning is confined to gradual mechanical drills,lack of initiative and creativity.LBC’s English learning efficiency analysis reveals that only 19% of LBC can read the words and texts taught by teachers;20% of LBC actively participate in class teaching;but 66% of LBC feel that English homework is a burden for them;80% of LBC confirm that they have become tired of learning English.All the above data reflects that the status quo of LBC in rural state-run middle schools is worrying.The study holds that the main reasons for the problems above lie in that the learning environments(schools,families,society,and teaching resources)of the rural LBC are unsatisfactory;LBC have limited English cognitive abilities and insufficient habits in learning English;schools and society usually give little attention and guidance on English learning both in methods and practice for LBC.Based on the facts,the study suggests that not only teachers and parents should give more care to LBC,but also that English teachers ought to improve their overall professional level,which help create a good English learning environment and to motivate LBC to learn English,so as to increase LBC’s sense of achievement in English learning.