论文总字数：35714字

摘 要

随着经济全球化的发展，英语学习成为大势所趋。学习英语可以帮助我们更好地了解世界，拓展思维。在英语学习的过程中，小学阶段作为入门阶段显得尤为重要，能够为今后初高中以至高等学习打下坚实的基础，起到引领正确方向的作用。然而，农村小学英语教学作为小学英语教学的重要组成部分却远远落后。农村小学英语教学中还存在许多问题，严重阻碍了农村小学学生的英语学习和未来发展。本文旨在结合淮安农村小学英语教学现状，进一步分析课堂教学中存在的问题及原因，提出切实可行的措施，提高淮安农村小学英语教学质量。

关键词：农村小学；英语教学；问题与对策

Contents

1. Introduction 1

2. Literature Review 2

3. Problems in English Teaching in Huai’an Rural Primary Schools 4

3.1 Teachers-related problems 4

3.2 Students-related problems 5

3.3 Other problems 6

4. Analysis on the Problems 7

4.1 In terms of teachers 7

4.2 In terms of students 8

4.3 In terms of other aspects 10

5. Suggestions on Improvement of English Teaching in Rural Primary Schools in Huai’an 11

5.1 Suggestions to teachers 11

5.2 Suggestions to students 12

5.3 Other suggestions 13

6. Conclusion 14

Works Cited.................................................................................................16

1. Introduction

Under the current theme of peace and development, economic globalization has extensively affected many countries, making exchanges and cooperation among nations more frequent and closer. As the most widely used language in the global, English plays a very important role in promoting the communication between China and the west. In order to meet the needs of the times, in 2001, the Ministry of Education promulgated the guidance on actively promoting the opening of English courses in primary schools. In the autumn of 2002, English courses were opened in rural primary schools which started from the third grade. Up to now, English teaching in rural primary schools has been underway for 17 years. Although it has achieved some positive results to some extent, there are still many problems that cannot be ignored. At present, many studies have been based on the current situation of English teaching in urban primary schools and formed a set of relatively complete research theories to constantly improve the teaching quality. However, there are few studies on English teaching in rural primary schools and the results, if any, are not mature enough. With the development of the times, rural primary schools English teaching has more to be improved. Therefore, it is necessary to study and analyze the existing problems in rural primary schools English teaching and to put forward effective countermeasures.

China"s rural population is about 800 million, which accounts for a large proportion of the total, and the country"s rural education has therefore become a main focus of national attention. English teaching in rural primary schools is not only a part of rural education, but also an important part of basic education in China. Compared with cities, rural education has problems like relatively small resources, backward equipment and large scale education inequity; the gap between urban and rural education is gradually increasing. Although Jiangsu Province has advantages of high education equality, there are many problems in English teaching in its rural primary schools as well. For rural primary school students, they are extremely lack of language environment to learn English and have little chance to have access to English in their daily life. Therefore, classroom almost becomes the most important and only place for them to acquire English knowledge and practice oral expression. In addition, according to the age characteristics of students, 9-13 years old is the most appropriate period for children developing second language, during which students have strong learning ability, high concentration and easier language acquisition. Therefore, it is of great importance for the study of rural education to research and analyze the current situation of English teaching in Huai’an rural primary schools, to find out the existing problems in teaching and put forward practical measures to improve the quality of English teaching in Huai’an rural primary schools.

2. Literature Review

Since China puts forward the national quality education and education equalization, English course has been widely opened in rural primary schools. Later, the current situation of English teaching in rural primary schools has attracted extensive attention from many scholars, with more and more studies conducted and the analysis made on the existing problems as well as its solutions in English teaching in rural primary schools. Many scholars have expressed their own opinions through a large number of studies.

The problem of teaching methods is a common one in English teaching in many rural areas. According to Wang Ruhua, many rural primary school English teachers do not really understand the characteristics of primary school English teaching and the objectives of English curriculum, and they simply follow the traditional "cramming" teaching method. (Wang 73) Lin Xiaoni also believes that English teaching in rural areas is just teaching students to recite letters, listen to tapes and memorize grammar points, while students actually have few opportunities to practice conversation. (Lin 34)

As to teachers professionalism, some says college students are more inclined to go to cities after graduation, and thus there are very few professional teachers engaged in English teaching in rural primary schools. Even if some come, they are graduates with relatively poor English ability or not competent for jobs in other places. (Wang Difficulties 112)

Many scholars have studied and analyzed on the inadequate teaching facilities. For example, Yang Huaidong believes due to the shortage of teaching funds, English teaching equipment, facilities, books, audio-visual materials and teaching tools cannot be fully put in place, which seriously hinders the development of English teaching in rural areas. (Yang 103) Also Guo Qin points out that the primary schools in western rural areas are badly short of educational resources, and it is of little possibility to meet the normal teaching needs. (Guo 51)

In rural areas, people generally do not have the language basis of English, the classroom becoming the most important source for students to learn and acquire English knowledge. However, many rural primary school students still lack an environment in which they can communicate in English. Feng Bingqing believes that it is mostly because teachers often speak Chinese in class instead of English. (Feng 171) In addition, Xiang Li and Zeng Li point out that the countryside student almost have no time and space to learn English after class, and schools don’t assign any self-study time to do morning reading, thus creating no language environment for students doing language practice. (Xiangamp;Zeng 202)

Rural children are more shy to speak English. Wang Liping puts forward that rural primary school students, when compared with those in the city, tend to be more timid and are not very talkative, lack of confidence and be afraid that they would say it in wrong ways being criticized by the teacher. (Wang Current 169)

On the one hand, students in school learn from teachers; on the other hand, students at home are easily affected by the family environment, which means English teaching also needs to get the cooperation of parents. Cheng Yangzhe and Wang Pingsong believe that some parents in rural areas are poorly educated and can not tutor students for English learning, so they can do nothing but urge them to learn. While during that progress, they themselves can not be a good model, which, in the long run, will affect the initiative of students learning. (Chengamp;Wang 250)

3. Problems in English Teaching in Huai’an Rural Primary Schools

3.1 Teachers-related problems

3.1.1 Heavy teaching task

Compared with those in cities, English teachers in Huai "an rural primary schools can sometimes teach different grades alone, and a few teachers even have to teach the whole class from three to six grade English. In this case, with all these different grades, various classes, mixed teaching contents and hundreds of assignments that need to be checked, English teachers in rural primary schools are suffering from heavy workload while the Chinese and Mathematics teachers only have one or two classes in charge.

3.1.2 Backward teaching method

In the teaching process, as many English teachers in Huai "an rural primary schools are badly influenced by textbooks and reference books, it is difficult for them to figure out how to have classroom teaching activities properly, let alone thinking and digging the deep meaning behind the textbooks. As a result, they often fall into the dilemma of repeating what the book say and teaching what the book shows, which creates nothing but dullness in class. These teachers always ask the students to follow them to read the words and the text on the book, translate the text content and let the students write down the Chinese meaning. In addition, when imparting knowledge, the vast majority of them just instill the new ideas into the students’ mind without adopting interesting or understandable method, so the atmosphere in class often tends to be relatively boring. In the long term, this "cramming" teaching could weaken students" interest in learning English.

3.1.3 Unreasonable teaching evaluation

English teaching in rural primary schools lacks a proper evaluation mechanism. The new curriculum standard requires that we should pay attention to the particularity of English teaching evaluation in grade 3-6, and evaluate students from multiple perspectives, with formative evaluation as the main. However, the evaluation mechanism of English teaching in Huai "an rural primary schools is still mainly based on the final evaluation in form of the mid-term and final examinations, and attach most importance to the students" scores. The content of examinations mostly comes from the teaching material, which makes it difficult to form an appropriate evaluation to the students in their study process and also easy to wear out the students’ enthusiasm of learning English. What’s more, there is also an evaluation problem on students’ performance in classroom. Most English teachers in Huai "an rural primary schools evaluate students about how they perform in the class in spoken way, which can be shown by such simple sentences like "Very good, sit down please." "It"s wrong." and so on. Such evaluation words, however, stay on the surface instead of pointing out specifically why his answer is good or why is she wrong. Therefore, this kind of unreasonable evaluation can"t really inspire, encourage or guide students to do better later and can’t play a positive role in their learning methods or thinking development, either.

3.2 Students-related problems

3.2.1 Low sense of participation in class

Students" participation in class is the degree to which students actively participate in class activities and explore and solve problems they encounter in class, which has a great impact on teachers" classroom teaching effect. A good class cannot come without the active participation of students. In the process of learning English, students should be active explorers rather than passive receivers. In the English class of Huai "an rural primary schools, however, it can often be seen that teachers present new knowledge in vivid ways, while the students show little interest in it. Some students look in a blank, some are sleepy, some whisper or play with their stationery. When teachers ask questions which are appropriately designed and easy to answer, there are still few students who actively raise their hands to answer the questions, leaving the participation of students in the classroom always low.

3.2.2 Poor ability of listening and speaking

Listening and speaking are two important parts of English language learning, and are also basic ways of input and output respectively. "Curriculum Standards On English" also puts forward specific requirements for the cultivation of student’s listening and speaking. If someone want to learn English well, it is far from enough to only master vocabulary and grammar. However, the students in Huai "an rural primary schools are generally poor in listening and speaking skills, many of whom have difficulty understanding questions asked by their teacher in English. In addition, they cannot read the words accurately alone, even if they learn the words by reading after the teacher one by one, let alone reading the text or even using English expressions by themselves. There are always overwhelming number of students anxious about listening and speaking activities.

3.3 Other problems

3.3.1 Influence of family

Students in rural areas who learn English are influenced more by family, which mainly can be reflected in two aspects. Firstly, to make a living, parents work outside all year and do not have too much time and energy to care about their children"s learning. The grandparents who take care of the children at home are hardly exposed to English and thus barely have no tutoring ability to help children learn English. They often sit next to the children, seeing and urging them to finish their English homework quickly. Secondly, parents in rural areas suffer from great economic pressure and also do not have a clear understanding of the importance of English learning. They believe that English learning is just about reciting words and memorizing grammar. With this wrong belief in mind, they don’t buy their children extension reading materials or offer them useful tools to do listening and speaking practice. Due to the lack of necessary tools, materials and language environment that should be fully exposed, children are forced to learn English only from teachers in school.

3.3.2 Influence of dialect

Dialect affects the pronunciation and intonation of students more or less and restricts their improvement of listening and speaking. Due to the influence of dialect, students substitute English phonetic symbols with Chinese pinyin which has similar pronunciation, or mispronounce certain phonemes. Students in Huai "an are prone to confuse the consonants [l] and [n], pronouncing "牛" as "刘" and "来" as "奶" in Chinese; confusion about sounding-similar word pairs such as "no" and "low", "night" and "light", "life" and "knife" becomes a big headache for their English learning. What’s worse, this problem of dialect is deep-rooted and not easy to correct.

4. Analysis on the Problems

4.1 In terms of teachers

4.1.1 Insufficient faculty

A major reason for their heavy teaching task is the shortage of teachers. The unsatisfactory conditions of running a primary school in rural areas, the lack of funds needed for teaching and the insufficiency of facilities all have an unpleasant impact on attracting teachers. In any full-time professional teachers’ eyes, they prefer teaching English in urban primary schools to teaching in rural areas. Even if there are some qualified English teachers who are willing to teach in rural primary schools, they will inevitably be poached by other primary schools or middle schools with higher pay. The lack of teachers in common rural primary schools has become the norm. Therefore, to make sure that the school can be normally run on, many of them arrange for other teachers with some basic knowledge of English to teach English, thus causing the problem of heavy teaching tasks for some.

4.1.2 Lacking training

Since 2002, the new curriculum reform has partially made changes to the teaching contents of various subjects, which also requires teachers to renew their teaching concepts and methods accordingly so as to adapt to the new trend. In this case, teacher training becomes necessary for it can not only help teachers timely understand the new teaching content, new ideas and methods, but also improve their self-development quality and teaching ability. However, many teachers in rural primary schools don’t participate in special English teacher training regularly because of heavy teaching tasks, lacking time or personal reasons, and the number of those who do attend, if any, is unbelievably small. There are many good teaching approaches such as audio-lingual method, communicative teaching method, total physical response method and other methods waiting to be adopted, but almost all of them are neglected or just unknown by most teachers in rural primary schools. (Williamsamp;Burden 170) Therefore, with no understanding the fresh teaching methods, it is difficult to advance with the time. Under this circumstance, they turn to the traditional "cramming" method, which not only makes it difficult for teachers to improve their own teaching ability, but also quietly kills students" interest in learning.

4.1.3 Few opportunities for learning and communication

Research activities on English teaching are specialized platforms for teachers to fully discuss about the real problems existing in teaching in schools, and brainstorm to solve these problems so as to improve the teaching quality. However, in reality, English teachers in rural primary schools seldom participate in such English research activities, and barely attend class of each other to exchange for better teaching method. Some of the research activities in primary schools are formalistic and do not play a practical role what it should do. The teachers therefore lack the opportunity to learn from each other and communicate their personal teaching experience, which makes it more difficult to improve their teaching ability.

4.2 In terms of students

4.2.1 Little interest in English learning

The decline of students" interest in English learning is related to teachers" inappropriate teaching methods and students" unreasonable psychological activities. On the one hand, with the method of "cramming", the teachers inculcate knowledge to students continuously, thus few students actively preview English or review after class. Vocabulary and grammar turn to be found boring letters and clauses difficult for students to understand and memorize, which makes students come to dislike English and thus lose their interest in it. On the other hand, the content of English teaching material is a little beyond their level, so the students find hard to deal with them, and turn to be scared to learn English. What’s makes thing worse is that the teachers pay much attention to teaching material while little to whether the students’ ability get trained. In this case, the English-scaring mood the students have are not alleviated, leading to them losing their self-confidence to English learning. In addition, students in rural primary schools don’t have so many opportunities to use English in daily life, and because of lack of speaking English, most of them thin learning English is no good. Therefore, things go another way too far that many students don’t care English class at all.

4.2.2 Lack of the language learning environment

The lack of language learning environment turns to be the main reason for students" poor listening and speaking ability. On the one hand, due to the economic and geographical factors, the students in rural primary schools have few opportunities to learn and use English in daily life. They can only follow the teacher to speak some English in class and learn the words pronunciation from the teacher. Also, their families and neighbors generally know little about English, which creates no practice environment for them to listen to or speak English at home. In rural areas, sometimes, the students who speak English after class can be mocked at by others because of a few mistakes, and that make them not want to speak English again, which also has a bad impact on their oral ability. On the other hand, the school does not create a helpful English language language for students. English teachers in rural primary schools often teach in Chinese in class, and mainly impart knowledge according to their textbooks. They attach great importance to the test scores while pay little attention to the cultivation of students" listening and speaking skills, resulting in students difficulty in input and output of effective information. In addition, activities or competitions related to English can barely be seen in rural primary schools; the large speaker in schools does not play any English songs, either, which also reduces the opportunities for students to practice English to some degree. All these restrict the development of students’ listening and speaking ability in rural primary schools, causing the so-called "deaf English" and "mute English".

4.3 In terms of other aspects

4.3.1 Lack of family cooperation

Objectively speaking, parents pay little attention to their children"s English learning, and they seldom communicate with teachers about that. There are three main reasons. First, the poor economic conditions of rural families, affect the children"s learning to a large extent . As parents spend most of their savings to make ends meet and support the elderly, few of them can afford to provide their children with the tools or materials they need to learn English. Second, the lack of knowledge of English prevents parents tutoring their children or making effective guidance to them so as to help them with their English, which has become a nice excuse for them to never care about children’s English learning and, to think that teaching children to learn English is just the responsibility of teachers. In this condition, children feel that they are not cared and supported by their parents in English learning; parents also know little about their children, which is not conducive for kids to learn more about English.

4.3.2 Difficulty in correct and clear pronunciation of [n] and [l]

The pronunciation of [n],[l] is frequently confused by people in Huai’an. Most can confuse [n] with [l] and pronounce the latter more. This has something to do with people directly inheriting the old dialect. In the course of evolution and vertical succession of Huain’an dialect, the general trend of pronunciation has not changed. Rural primary school students in Huai "an are influenced more by dialects under this circumstances and partly due to their poor ability in standard mandarin. Therefore, it is more difficult for them to distinguish the pronunciation of [n][l] correctly, which has a negative transfer in English learning.

5. Suggestions on Improvement of English Teaching in Rural Primary Schools in Huai’an

5.1 Suggestions to teachers

5.1.1 Expanding exchanges between urban and rural teachers

We should not only limit teaching research activities to just cities or just rural areas, but carry out more activities for better communication between urban and rural areas to promote the mutual improvement of teaching together by better understanding the real classroom and conducting more effective discussion on the problems existing in classroom teaching. At the same time, some excellent urban teachers can be encouraged to conduct short-term teaching in rural areas, share their teaching experience, spread advanced teaching methods, and help the English teaching in rural areas develop. On the other hand, excellent rural teachers can teach in cities for a short time to absorb new information and improve themselves.

5.1.2 Renewing ideas and improving teaching methods

Teachers in rural areas need to abandon their old-school idea of self playing a role of leader in teaching, and change to take students as the main body of teaching, and create a relaxed and interactive atmosphere in class. In the process of teaching, the teachers should establish a new relationship featuring equal communication with students, and adjust their own teaching methods in time according to the differences of students" learning styles and the real situations. For example, teachers can use songs, stories and other forms to create a concrete context to introduce the text; they can encourage students to do role-play and understand the text during the game; when designing teaching activities, they can divide students into several groups and give appropriate rewards and punishments according to the performance of each; as for the recitation of words, teachers can also hold a word memory contest to inspire students in the form of competition.

5.1.3 Adopting multiple evaluation mechanism with putting students in center

Students are not only the subject of learning but the subject of evaluation. When evaluating students, teachers should not only focus on the results of test, but also pay attention to the formative evaluation of students, like students" performance in classroom and their attitude toward homework completion. Evaluating students in the classroom performance should not stay in the surface, but should be specific in words so that students feel that they are cared by the teacher. For example, teachers can say ,”Your pronunciation is very accurate”, “You did a good job.”,“Your handwriting is very beautiful.” and so on. These can help the student to establish their self-confidence of English learning. In addition, teachers can learn to use interesting language to evaluate students, which are not only humorous but also easy for students to keep in mind. When the students make great progress, do not hesitate to praise them and give them warm applaud; give an objective evaluation when students get low grades and then help them learn from the failure and find another better learning methods.

5.2 Suggestions to students

5.2.1 Enhancing emotional communication

The influence of teachers on students and influence between teachers and students covers that on students" learning interest, one of the factors that influence students’ motivation of English learning. Students should let teachers know that they should pay attention to having emotional communication with them, and also in turn, students themselves should enhance emotional communication with their teachers, regard them as their trustworthy friends instead of strict and scaring teacher and thus get incentive to cultivate their interest in English learning from this new kind of student-teacher relationship. As Arnold says, the extrinsic motivation comes from the desire to get a reward or avoid punishment; the focus is on something external to the learning activity itself. (Arnold 11) Students should also keep it in mind that the teachers should get along with them equally and create a free and comfortable atmosphere for them. In the classroom, students should sometimes actively seek help from teachers to participate in teaching activities, not to be afraid of being blamed or neglected by teachers, and also learn to show their gratitude or even vulnerability bravely to teachers after class, which can establish a deep emotional connection between them and teachers.

5.2.2 Being exposed to a good language practice environment

Being exposed to a good language learning environment can improve students" listening, speaking, reading and writing skills to a large degree. Students should actively urge teachers and themselves to create a good English learning atmosphere and do some changes like practicing spoken English for a fixed span of 5 to 8 minutes before the class, using English as much as possible in their daily life, holding and joining in rich and colorful English activities after class, such as writing English news, delivering English speech and so on, creating themselves more chances to know something fresh about English by playing simple English songs on the radio during the break and after school, watching English movies together or reading simple English picture books and in other ways. Under this circumstances, students" interest in English learning can not only be stronger, and their language ability will also be improved.

5.3 Other suggestions

5.3.1 The help of home-school cooperation

The progress of students" English learning is inseparable from the joint efforts of teachers and parents. Lack of family education needs serious attention. On the one hand, schools should enhance home-school cooperation, communicate frequently with parents, hold parents" meetings timely, and feedback students" performance in English learning to their parents; mobilize the enthusiasm of parents, guide them how to rightly tutor the children at home and help students with learning. On the other hand, parents should spare some fixed time to encourage students in their daily life, and give spiritual guidance and help to students according to the teachers" suggestions and children’s own characteristics. They should also offer students with necessary learning tools to create better learning conditions for them.

5.3.2 More practice

Students should learn the pronunciation of [n][l] systematically, try to understand the correct pronunciation position of these two phonemes affected by dialects, learn the correct pronunciation, use contrasting method and consciously distinguish with dialect pronunciation, by a lot of practice; they should make the most of all kinds of audio-visual media, learn from authentic English, such as BBC, VOA, New Concept English, etc., selectively imitate and record their own voices, correct the existing problems in time and make a summary to avoid a second mistake; they can also cooperate with others by team practice and mutual correction to put forward useful suggestions so as to make common progress; they can take regular language skill tests as well to test whether their pronunciation has been improved through oral communication.

6. Conclusion

English teaching in primary schools is an essential part of English education. The primary stage is a key period for students to lay a good foundation for future learning. With the continuous improvement of China"s economic strength, it is paying more and more attention to English teaching in primary schools in rural areas. At present, English teaching in rural primary schools in many areas has prominent problems, which are reflected in many aspects, and the teaching quality is not very good, either. Under such a realistic background, the author combined the common problems in Huai’an rural areas, made a specific analysis, and put forward the corresponding specific and feasible countermeasures, hoping to contribute to the improvement of English teaching quality in rural areas of our country.

But limited by time and ability, the author didn’t conduct formal research investigation, and only studied the English teaching situation in Huai’an rural primary schools in the form if visits and there are also many deficiencies in cause analysis and countermeasures. I would appreciate it very much if you honorable tutors or scholars comment on me and I would like to further study in the future. English teaching in rural primary schools is a subject worthy of further study. In the future, I will continue to enrich the knowledge of educational theoretical points, continue to pay attention to English teaching in rural primary schools, and strive to make a greater contribution to the development of English education in rural primary schools.

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