The Influence Of English Learning Attitudes Of Senior Primary School Students On English Learning Achievement

The English Curriculum Standard for compulsory Education(2022 Edition)points out that it is very important for English curriculum to focus on core literacy,actively apply and actively adjust English learning strategies and expand English learning channels.It also shows that students’ English learning attitudes and English learning strategies have become important factors affecting students’ English learning performance in the stage of compulsory education.This paper discusses the current situation and relationship between English learning attitudes,English learning strategies and English learning achievement,and makes a case study to supplement the group study.The researchers selected a key primary school and an ordinary primary school in Wenshan City,Yunnan Province.625 pupils in the fifth and sixth grades were investigated by using the English Learning attitude scale and English Learning Strategy Survey scale with high reliability and validity,and 4 pupils were studied by case study.Based on the analysis of the survey data,the following conclusions are drawn:(1)The characteristics of English learning attitude: the overall English learning attitude of primary school students is above the middle level.There are significant differences in English learning attitude among school types,whether to participate in English training,whether to serve as a class cadre,whether they still study English seriously without taking an examination,whether they like English,whether they like English teachers or not.(2)The characteristics of English learning strategies: the overall situation of English learning strategies of primary school students is in the middle level.There are significant differences in English learning strategies in school types,whether they participate in English training,whether they serve as class cadres,whether they still study English seriously without taking exams,whether they like English,and whether they like English teachers or not.(3)The characteristics of English learning performance: the overall English learning performance of primary school students is at the passing level.There are significant differences in English learning scores in terms of school types,whether they participate in English training,whether they serve as class cadres,whether they still study English seriously without taking exams,whether they like English,and whether they like English teachers or not.(4)A study on the relationship among English learning attitude,English learning strategy and English learning achievement shows that:(1)there is a significant correlation among English learning attitude,English learning strategy and English learning achievement.(2)English learning attitude has a positive predictive effect on English learning strategies,which is mainly reflected in the dimension of behavioral tendency,and English learning attitude has a positive predictive effect on English learning performance,which is mainly reflected in the dimension of cognitive strategies.(3)English learning strategies have a positive moderating effect between English learning attitude and English learning achievement.(5)The conclusion of the case study:(1)the supplementary conclusion of the group study in a case study: it is difficult for students to adhere to their learning plans and goals.Class discipline,the difficulty of examination papers,teachers’ teaching methods and learning method guidance,parents’ guidance and companionship,adherence to learning goals and so on affect English learning performance.(2)conclusions on the influencing factors in the case study: the factors affecting English learning attitude: the external cause is that the way for students to learn English is very single,there are few opportunities for extracurricular consolidation and practice,the examination questions are difficult,and the test scores are low;the internal cause is that students lack self-confidence in learning English and can not remember vocabulary.The factors that affect English learning strategies: the external cause is influenced by teachers’ teaching methods,learning method guidance and parents’ tutoring methods;the internal cause is that the English learning methods explored and used by students themselves can not meet their learning needs well.I am more mechanical when using learning strategies.The factors that affect English learning performance: the external causes are the difficulty of the examination paper questions,the lack of students’ training,the parents’ inability or lack of time to guide,and the influence of class discipline;the internal cause is that they can’t keep on studying and are nervous during the exam.(3)conclusions on coping measures in the case study: the improvement measures of English learning attitude are mainly to give students guidance on learning methods and examination skills,and need to help build up selfconfidence in learning and encourage students to learn English unremittingly.The measures to improve English learning strategies are as follows: teachers should strengthen the guidance of students’ learning methods,broaden students’ ways of learning,strengthen the development of school English activities,and make full use of all kinds of human and network resources to provide students with opportunities for learning and exercise;individual students should actively use a variety of English learning strategies and find ways to use English.The measures to improve English learning performance are as follows: teachers should strengthen the guidance of students’ learning methods and examinations and psychological guidance before exams,strengthen the restraint and management of discipline in class,and parents should pay more attention to their children and encourage them to persevere in learning.students should consult teachers,parents and classmates timely and actively in the process of learning.Finally,the corresponding educational countermeasures and suggestions are put forward on the basis of the current situation and relationship of higher grade students in primary school and case study.