Abstract
With the rapid development of economy and urbanization, migrant workers go out and leave their hometown to seek better living conditions, and they have to leave their children at home, guarded by their grandparents, relatives or friends. Thus a new and special group appears as countryside left-behind children. Compared with the other children, these countryside left-behind children tend to be more sensitive and have more difficulties in their oral English learning.
This paper conducts an investigation on a very representative of the rural school for left-behind children --Huachen Yucai school. In the course of the investigation, it was found that the majority of left behind children hold a conflict sense about learning, which was more sensitive and less interested in oral English learning because of the long-term lack of their parental attention. In rural areas, teachers’ strength is weak, especially the number of English teachers and the degree of education and teaching, there is a big gap compared with the urban schools. The results shows that the education sector should adopt a more proactive approach to solving these education problems, provide a better learning environment and atmosphere for the left-behind children, and educators should take a variety of ways within and outside the classroom to mobilize left-behind Children 's interest and enthusiasm in learning oral English.
Key words: English Education; Oral English Teaching; Left - behind Children
Contents
Abstract
摘要
Chapter 1 Introduction-1
1.2 Research Significance-2
1.2.1 Theoretical Significance-2
1.2.2 Practical Significance-2
1.3 Research Content and Methods-3
Chapter 2 Literature Review-4
2.1 Research on Rural English Education Home and abroad-4
2.1.1 Status of Foreign Research-4
2.2 Research on Rural English Education Home and Abroad-6
2.3 Communicative Language Teaching (CLT)-7
Chapter 3 Methodology-9
3.1 Research Questions-9
3.2 Research Subjects-9
3.3 Research Instruments-9
3.3.1 Questionnaires-10
3.3.2 Interview-10
3.3.3 Test-10
3.4 Data Collection and Analysis-10
Chapter 4 Results and Discussion-12
4.1 Results-12
4.2 Major Finding-14
4.2.1 The Problems in Oral English Teaching-14
4.2.2 "Fear of speaking" Psychological-15
4.3 Low Oral English Level of Left-behind Children-15
Chapter 5 Conclusion-17
5.1 Pedagogical Implications-17
5.2 Suggestions on Improving Left-behind Children’s Oral English Teaching-18
5.3 Limitations of the Study-19
Bibliography-21
Acknowledgments-22
Appendix-A-23
Appendix-B-25
