-PAGE.z.--.--總結(jié)本科生畢業(yè)論文（申請學士學位）論文題目英才小學五年級學生英語學習興趣調(diào)查研究作者姓名馨英語指導教師梁端俊2016年3月10日英才小學五年級學生英語學習興趣調(diào)查研究馨滁州學院外國語學院二〇一六年三月十日AnEmpiricalStudyofEnglishLearningInterestofGrade5StudentsinYingcaiPrimarySchoolByLi*inUnderthesupervisionofAssociateProfessorLiangDuanjunAThesisSubmittedtotheSchoolofForeignLanguagesInPartialFulfillmentoftheRequirementFortheDegreeofBachelorofArtsinEnglishAtChuzhouUniversityMarch10,2016-.z.-.z.--總結(jié)AcknowledgementsIwouldliketotakethisopportunitytoe*pressmyheartfeltgratitudetoallthesewhohelpedmeinonewayoranotherinthecompletionofthisthesis.Firstofall,Iowegreatindebtednesstomysupervisor,AssociateProfessorLiangDuanjunwhosestrictdemandsandinsightfulsuggestionsareindispensablethroughallthestagesofdevelopmentandrevisionofthethesis.Hehasmadelotsofcorrectionsandsuggestionswhilereadingmydraftsofthethesis.Withouthispatienceandwisdomthepresentthesiswouldbeunthinkable.Specialthanksshouldalsobee*tendedtoalloftheteacherswhotaughtmeduringmyfouryearsofstudyinChuzhouUniversity,inparticular,associateprofessorsChenJiacaiandYaoZhiyingandlecturersYuFengbao,GeHouweiandfortheirenlighteninginstructions.Atlast,Iwouldliketoe*tendmysinceregratitudetomymotherandmyfather,fortheirfinancialsupportforme,andmydearfriendsSunYuqingandYang*ing*ing,whoofferedmealotofhelpwiththepaper.Withtheirconsistentsupportandencouragement,Iwouldbeabletocarryonmystudyandcompletethisthesis.-.z.AbstractThisthesismadeaqualitativeandquantitativestudyoftheEnglishlearninginterest(in-classinterest,after-classinterestandinterest-in-English)ofGrade5studentsinYingcaiPrimarySchool.Itsaimswere:(1)toshowthewholepictureofGrade5students’EnglishlearninginterestinYingcaiPrimarySchool;(2)toindicatethecorrelationbetweenEnglishlearninginterestandEnglishachievements;(3)toknowthedifferencesinEnglishlearninginterestbetweenboysandgirls.OnehundredstudentswhowerechosenfromthefourclassesofGrade5inYingcaiPrimarySchoolparticipatedinthestudy.Theresultsindicatedthat:(1)Grade5studentshadstrongEnglishlearninginterest(Mean=2.427),andtheirin-classinterest(Mean=2.598)wasalittlestrongerthantheirafter-classinterest(Mean=2.342)andtheirinterest-in-English(Mean=2.341);(2)ThecorrelationbetweenEnglishlearninginterestandEnglishachievementsoftheWeakInterestGroupwasweak(r=0.312),andthatoftheStrongInterestGroupwasalittleweaker(r=0.051),whichmeanttheirEnglishlearninginteresthadlittleeffectontheirEnglishachievements;(3)GirlshadalittlestrongerEnglishlearninginterestthanboys,butthese*differencesinEnglishlearninginterestwerenotsignificant(t=-1.216;p=0.114>0.05).Keywords:Englishlearninginterest;primaryschoolstudents;achievements;differenceininterest摘要本研究通過定性與定量相結(jié)合的方法對英才小學五年級學生英語學習興趣（課內(nèi)興趣、課后興趣和對英語本身的興趣）進行了調(diào)查研究，研究目的為（1）了解英才小學五年級學生英語學習興趣的現(xiàn)狀；（2）弄清英語學習興趣和英語成績之間的關系；（3）分析男生女生間英語學習興趣的差異。來自英才小學五年級四個班級的100名學生參與了本次調(diào)查研究。研究發(fā)現(xiàn)：（1）五年級學生的英語學習興趣較高（Mean=2.427），課內(nèi)興趣（Mean=2.598）比課后興趣（Mean=2.342）和對英語本身的興趣（Mean=2.341）要高；（2）低興趣組學生的英語學習興趣和英語成績成弱相關（r=0.312），高興趣組學生的英語學習興趣和英語成績相關性更弱（r=0.051），這表明他們的英語成績受英語學習興趣的影響不大；（3）女生的英語學習興趣略高于男生,但是男女生間英語學習興趣的差異并不顯著（t=-1.216;p=0.114>0.05）。關鍵詞：英語學習興趣；小學生；成績；興趣差異TableofContentsAcknowledgements…………………IAbstract....II摘要…………….…….…IIITableofcontents…………...…………IV1.Introduction…………….……………11.1Theintroductionofthisthesis……..11.2Theorganizationofthethesis………………….…..12.Literaturereview……………..…….22.1PresentstudiesofEnglishlearninginterest…..…….22.2Thesignificanceoftheresearch…………...………33.Method……………….…….….……...43.1Theaimsoftheresearch…….….…43.2Theparticipants.………..…………43.3Instruments…..……………...………………..…...43.4Procedures……………………...….53.5Dataanalysis……….64.Resultsanddiscussion……...………………64.1ThecurrentsituationofEnglishlearninginterest…64.2TherelationshipbetweenEnglishlearninginterestandEnglishachievements………………….….84.3ThedifferencesinEnglishlearninginterestbetweenboysandgirls……………...………...…………...………....95.Conclusion……….……………….…115.1Majorfindings……………………115.2Pedagogicalimplications…………11Bibliography…….……13Appendi*…….………………...………15-.z.-.z.AnEmpiricalStudyofEnglishLearningInterestofGrade5StudentsinYingcaiPrimarySchool1.Introduction1.1ThebackgroundofthethesisInterestisthebestteacherinEnglishlearning.Itisafeelingoremotionthatcausesattentiontofocusonanobject,event,orprocess.Incontemporarypsychologyofinterest,thetermisusedasageneralconceptthatmayencompassothermorespecificpsychologicalterms,suchascuriosityandsurprise(/wiki/Interest).Thisthesisfocusedonprimaryschoolstudents’Englishlearninginterest.BasedonWangChao’s(2011)paperandteachingpracticeofprimaryschoolEnglish,weputthecontentofEnglishlearninginterestintothreefactors.Theywerein-classinterest,after-classinterestandinterest-in-English.Englishlearninginterestisakindofmotivepower,whichcandriveustodoverywellinEnglish.ItiscloselyinvolvedinEnglishlearning,especiallyforprimaryschoolstudents.Atthisstage,studentsareusuallylearningEnglishforfun.Withinterest,theywillfeelpleasantwhentheylearnEnglish.Itcanhelpthemovercomelearningdifficultieseasily.ChineseMinistryofEducationissuedEnglishCurriculumStandardsforCompulsoryEducation(MinistryofEducation,2011).Ittellsusthataffectisaveryimportantaspectofstudents’overalllanguageabilities.Thepositiveaffectisthekeytoeffectivelearning，andEnglishlearninginterestisanimportantpartofit.Sotosomee*tend,EnglishlearninginterestisthekeytosuccessfulEnglishlearning.Theprimaryschoolstageisabeginningforstudents’Englishlearning.ThesuccessofEnglishlearninginthisstagewilllayasolidfoundationfortheirfuturelearning.SodoinganempiricalresearchaboutprimaryschoolEnglishlearninginterestwillbeverysignificantforteachersandEnglishlearningresearchers.1.2TheorganizationofthethesisThispaperwasdividedintofiveparts.Chapter1gaveabriefintroductiontointerest,themeaningofinterestforEnglishlearning,theviewpointsofEnglishlearninginterestinEnglishcurriculumstandardsforCompulsoryEducation,andthesignificanceofthisempiricalresearch.Chapter2wasaliteraturereviewaboutEnglishlearninginterestandsignificanceofthesescholars’studies.Chapter3wasaboutthemethod,containingtheaimsoftheresearch,theparticipants,instruments,proceduresanddataanalysis.Chapter4gaveadiscussionabouttheresultsoftheempiricalstudy.Chapter5madeaconclusiontothispaperandofferedsomesuggestionsaboutimprovingEnglishlearninginterest.2.Literaturereview2.1PresentstudiesofEnglishlearninginterestAccordingtoEnglishCurriculumStandardsforCompulsoryEducation(MinistryofEducation,2011),affectisoneoftheimportantaspectsofcultivatingstudents’overalllanguageabilities,andEnglishlearninginterestisanimportantfactorofpositiveaffect.GoodEnglishlearningcannotbeachievedwithouttheinvolvementofEnglishlearninginterest.PrimaryschoolEnglishlearningisespeciallyrelatedtointerest,becausechildrenlearnthingspurelyoutofinterest.ManyscholarshavemadestudiesofEnglishlearninginterestinpastyears.Amongthesescholars,somethoughtthatEnglishlearninginterestwastheessentialconditiontolearnEnglishwell(Berjin,1997;Epstein,1994;ChenQi,2005).Cultivatingstudents’EnglishlearninginterestwasthekeyforEnglishteaching.IfstudentshavestronginterestinEnglish,Englishlearningwillbeakindofpleasureforthem,ratherthanakindofpains(ZhangWei,2010).TheteachingpracticehasshowedthatstimulatingEnglishlearninginterestwasespeciallyimportantforstudents.Itcouldhelpstudentstolearneasilyandbreezily(CuiYan,2004;ShigaMikio,2008).Tosomee*tend,itcouldbeconsideredasthebestteacherforstudents.ThestrongerEnglishlearninginteresttheyhave,andthebetterEnglishachievementstheywillget(LiuZhen,2006).Manyotherresearchershavediscussedalotabouthowtodevelopandmaintainchildren’sEnglishlearninginterest.ZhangLi(2012)saidthatonlybyusingvividteachingmethodscanteachersimprovetheirstudents’Englishlearninginterest.Heputforwardsometeachingsuggestions,suchascreatingagoodlearningatmosphereforstudents,usingtherightteachingaids,adoptingsomeroleplaysandcooperativecompetitionsintoclassroomactivities.HeRongjuan(2012)talkedabouttheusageofstorytosparkstudents’EnglishlearninginterestinprimaryschoolEnglishteaching.Shethoughtstorytellingwasagoodinstrumenttohelpimprovestudents’interestinEnglishlearning.WuYe*ian(1996)e*ploredtheroleofgameteachingtokeepstudents’interestinEnglishlearning.Children’sspanofattentionwasnotaslongasadults’.Theywereeasytolosetheirpatience.SogameteachingwillkeeptheirinterestinEnglishlearning.SomeotherscholarsanalyzedtherelationshipbetweenEnglishlearninginterestandse*.*iaoMeili(2011),YangChaomei(1999)andKaur(2011)talkedaboutthereasonsofse*differencesinEnglishlearninginterest.Theysaidthatboysandgirlshavegreatse*differencesinphysiology,linguisticintelligence,socialenvironmentandlearningstrategies.Soteachersshouldtakeproperteachingmethodsaccordingtodifferentse*.Zou*ia(2012)discussedtheeffectofse*onEnglishlearninginterest.SheheldthatgirlshadstrongerEnglishlearninginterestthanboysandtheyweremoreactivethanboysduringEnglishclass.TherearesomeempiricalresearchesaboutEnglishlearninginterest.WangChao(2008)madeanempiricalstudyofGrade6students’Englishlearninginterest.ItaimedtoprovethecorrelationamongEnglishlearninginterest,self-efficacyandEnglishachievements.Asetofquestionnairewasusedinhispaper,and201studentsparticipatedinhisresearch.HeputEnglishlearninginterestintothreeaspects.Theywerein-classinterest,after-classinterestandinterest-in-English.HefoundthatEnglishlearninginterestandEnglishachievementswerepositivelyrelatedwitheachother(r=0.623),andthecorrelationbetweenin-classinterestandEnglishachievementswasstrong(r=0.512).DingYong*iang(2012)researchedthesituationofprimaryschoolstudents’Englishlearninginterestandgavesomesuggestions.90studentswhocamefromGrade4andGrade6participatedinhisstudy,andasetofquestionnaireandinterviewwereusedinhispaper.Hefoundthat70%studentshadstronginterestinEnglishlearningand93.3%studentslikedtheirEnglishteachers,andthatwasanimportantreasonwhytheylikeEnglish.LuoJingting(2004)madeastudyoftheeffectaboutmultimediateachingonGrade4students’Englishlearninginterest.115studentsfromtwoclassesparticipatedintheresearch.Oneclasswase*perimentalgroupandtheotherwascontrolgroup,andbothofthetwoclasseshadthesamelevelinEnglish.Fromherresearch,shefoundthatstudents’Englishlearninginterestofe*perimentalgroup(p=0.01<0.05)hasimprovedalotthanthatofstudentswhocamefromcontrolgroup(p=0.077>0.05).Soteachersshouldadoptpropermulti-mediaintoclassroom.*ueLimei(.doc88./p-6.html)andGaoYiming(.doc88./p-6.html)havedesignedquestionnairesaboutEnglishlearninginterestforprimaryschoolstudents.Theyaimedtotestthepictureofprimaryschoolstudents’Englishlearninginterest.TheyputthefactorofEnglishlearninginterestintoseveralitems.*ueLimei’squestionnairehadelevenitems,andeachitemhadthreechoices,andalloftheitemsweresinglechoice.ThequestionnaireofGaoYiminghadthirtyitems,andeachofwhichhadfivechoicesandalloftheitemsweresinglechoice.WecanseethatalotofscholarshavestudiedtheimportanceofEnglishlearninginterest,themethodsofimprovingstudents’Englishlearninginterest,andsomeofthemhavedoneempiricalresearches.TheyhaveshedmorelightonthestudyofEnglishlearninginterest,andhavelaidasolidfoundationforourpresentstudy.Undoubtedly,thesestudiescanbeveryhelpfulandusefultothepresentstudy.Withoutthoseresearches,thisthesiscannotbedoneverywell.2.2ThesignificanceoftheresearchAlthoughmanyscholarshavestudiedEnglishlearninginterestindifferentaspects,wefindnoempiricalresearchhasbeenconductedonprimaryschoolGrade-fivestudents’Englishlearninginterest.SotheresearchermadeanempiricalstudyaboutGrade5students’EnglishlearninginterestinYingcaiPrimarySchool,andtriedtotelltherelationshipbetweenEnglishlearninginterestandEnglishachievements,andthedifferencesinEnglishlearninginterestbetweenboysandgirls.Thisstudycouldhelpteacherstoknowthecurrentsituationofstudents’Englishlearninginterest.Manyresearchershaveusedquestionnairesintheirpaperstotestsomethingtheywanttoknow,butfewe*aminedthereliabilityandvalidityoftheirquestionnaires.Inordertoguaranteetheprecisionofourtestinstrument,theresearchere*aminedthereliabilityandvalidityofthequestionnairethroughSPSSinthispaper.TheresearcherdividedEnglishlearninginterestintothreefactors,whicharein-classinterest,after-classinterestandinterest-in-English.Accordingtothisclassification,theresearcherdesignedasetofquestionnairetoteststudents’differentEnglishlearninginterest.3.Method3.1TheaimsoftheresearchTheaimsoftheresearchweretolearnaboutthegeneralstateofEnglishlearninginterestinYingcaiPrimarySchool,thecorrelationbetweenEnglishlearninginterestandEnglishachievements,andthedifferenceinEnglishlearninginterestbetweenboysandgirls.Theresearcherputtheaimsintothreespecificquestions:1)HowistheGrade5students’EnglishlearninginterestinYingcaiPrimarySchool"2)HowisthecorrelationbetweenEnglishlearninginterestandEnglishachievements"3)HowisthedifferenceinEnglishlearninginterestbetweenboysandgirls"3.2TheparticipantsTheparticipantscamefromthefourclassesofGrade5inHuainanYingcaiPrimarySchoolbysampling.Table表格采取三線制，不加左、右邊線，上、下底為粗實線（1磅），中間為細實線（0.75磅表格采取三線制，不加左、右邊線，上、下底為粗實線（1磅），中間為細實線（0.75磅）。比較復雜的表格，可適當增加橫線和豎線。BoysGirlsAverageageEnglishlearningyearsClass1151010.022Class2131110.132Class314910.052Class4171110.162TotalN5941Table1showstheprofileoftheparticipants.FromTable1,wecanseethat15boysand10girlscamefromclass1,13boysand11girlsfromClass2,14boysand9girlsfromClass3and17boysand11girlsfromClass4.Thereweretotally59boysand41girls.Andtheiraverageagewasabout10.Allofthemhad2yearsofEnglishlearning,becausetheyallbegantostudyEnglishatGrade3.3.3InstrumentsOneoftheinstrumentsoftheresearchwasasetofquestionnaire(Seeappendi*).Itwasdesignedaccordingto*ueLimei’s(.doc88./p-6.html)andGaoYiming’s(.doc88./p-6.html)interestquestionnaires.ItcontainedthreefactorsofEnglishlearninginterest,whichwerein-classinterest,after-classinterestandinterest-in-English.SeventeenquestionswereofferedtocoverthethreefactorsofEnglishlearninginterest.Thequestions1,4,6,7,8,9belongedtoin-classinterest;questions2,3,5,10,11,12,15toafter-classinterest;questions13,14,16,17tointerest-in-English.AllthequestionsweremadesuitableforGrade5students,andtheywerefollowedwiththreechoices.Theirscoringsystemwas3pointsforA,2pointsforBand1pointforC.TheywerewritteninChinese,becauseitwasveryeasyforthemtounderstand.Thepersonaldatalikename,se*andclasswerealsorequiredtofillin.Theresearchere*aminedthequestionnaire’sconstructvaliditybymeansofE*ploratoryFactorAnalysis(EFA)andConfirmatoryFactorAnalysis(CFA)throughSPSS(akindofpopularstatisticsoftware).WefoundKMOwas0.806andtheBartlettwas370.557(df=105,p=0.000<0.5).ForCFA,theinde*esofChi-square/df,CFI,IFI,TLI,GFIandRMSEAindicatedthatthemodelfittedverywellwiththedata.Sothequestionnairehadgoodconstructvalidity.Anditsreliabilitycoefficientwas0.8038toshowithadabetterinternalconsistency.Aninterviewwasconducted.Fourteenstudentsparticipatedinit,andtheyweresevenboysandsevengirls.Itwasgoinginone-to-oneway.Ithadonlyonequestion"DoyoulikeEnglish,whyorwhynot"”whichwasaskedinChinesefortheconvenienceofunderstandingandanswering.Anotherinstrumentwasthemid-terme*aminationusedasthemeasureofstudents’Englishachievements.Thee*aminationpaperincludedsi*parts.Thefirstpartwastotest"PronunciationofWords”with16scores.Thesecondpartwas"WordSpelling”with18scores.Thethirdpartwas"Matching”with12scores.Theforthpartwas"Sentence-Making”with15scores.Thefifthpartwas"SingleChoice”with21scoresandthelastpartwas"ReadingComprehension”with18scores.Sothetotalpointsofthepaperwere100.Thestatisticdescriptionof100students’resultswasshowinginTable2.Table2Informationaboutmid-termEnglishe*aminationNMa*imumMinimumMeanStandardDeviationEnglishAchievements1001004889.100011.44376FromTable2,wecanseethatthema*imumandminimumofEnglishachievementsrespectivelyare100and48,theMeanis89.1000,andtheStandardDeviationis11.443763.4ProceduresTheresearcherhadashortmeetingwiththetwoteachersfromthefourclassesofGrade5,tellingthemthepurposeoftheresearch;andrequestedthemtohelpadminister100copiesofthequestionnaire.WedistributedthequestionnairestostudentsbyrandomsamplingafterwemadethemclearaboutourpurposesandeveryquestioninthequestionnairesonJanuary13th,2013.Class1andclass3wereofferedthequestionnaireatthebeginningoftheirEnglishclass,andwesentthequestionnairetoclass2andclass4duringthebreaktime.Class1spentnearly15minutesonaverage,class212minutes,class310minutesandclass415minutes.Thecollectionrateofthequestionnairewasat100%.Theauthorchose14studentsforinterviewduringtheirbreaktimebyasking"DoyoulikeEnglish,why