农村英语教学-21世纪英语

农村英语教学
农村英语教学

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?快来大会一睹为快吧!

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Are the students from rural areas disadvantaged in English learning? Evidence from a national survey

Zheng Yue (郑悦), Xi'an Jiaotong-Liverpool University, Jiangsu

 

This study adopts an empirical approach incorporating data from a national survey, CGSS (Chinese General Social Survey) 2015, to compare English learning outcomes in urban and rural areas. By implementing SPSS as the statistic tool, a regression model is established based on age, hukou (urban/rural areas), and education level, which all passed the assumption checking for multicollinearity. The regression model is presented as the following: English Learning Outcome = 1.26 + .14 Education + .04 Hukou - .01 Age + e, F (3, 9846) = 2250.5, p<.001, adjusted R2 = .41. This indicates that the model explains 41% of the variance in English learning outcomes. In this regard, education is the most determinate factor in predicting English learning outcomes. This offers some insights that, by improving education in rural areas, upward social mobility could be realized for unprivileged students. Furthermore, this study sends the insightful message that personal effort in pursuing higher education level outweighs other fixed social factors, such as age or hukou, in determining English learning outcomes, or to a larger extent, determining an individual’s social status.

 

Zheng Yue is a research fellow in the Applied Linguistics Department at Xi’an Jiaotong-Liverpool University, the largest Sino-foreign university in China. Her research area is mainly in English for Specific Purposes (ESP) and TESOL, focusing on the elderly students in rural areas and sexual minorities in the classroom.

 

The impact of digital English education: The practice of online courses in rural areas in China

Li Zhixin (李芷昕), MetenEdtechX

 

As English education moves into the digital realm, it becomes ever more important that students from disadvantaged/rural areas benefit from online teaching. We put forward questions that revolved around three aspects: teaching, learning, interactivity, and novelty. For instance, what online learning activities and learning processes are necessary or desirable to achieve the intended English learning outcomes? Does the remote English instruction support student-student, student-instructor, or student-content interaction? As a relatively new form of English education, are English teachers in rural schools equipped to deal with technical difficulties? To answer these concerns, Li interviewed 46 rural headmasters throughout China. He also outlined three techniques to establish an active community of rural learners in online English courses: teaching presence, cognitive presence, and social presence.

 

Li Zhixin holds a TESOL EXPERT Certificate and currently works as an online and face-to-face English teacher at MetenEdtechX, teaching K-12, academic writing, and business English in China, Pakistan, and Japan.

Effective teaching modes of senior English reading in minority areas under New Curriculum Standard

Zhou Lili (周里理), Xingyi No.1 Middle School, Guizhou

 

With the further development of the new curriculum, the goal of English teaching in senior high school is gradually “geared to the needs of modernization, the world, and the future of students.” Therefore, in the process of effective teaching, schools should focus on the core literacy of a subject and students’ lifelong learning ability.

 

However, in rural areas, especially among minority communities, education resources are relatively poor. Among the basic subjects, English can be a real headache, especially among students with a weak foundation, those who lack confidence or those unwilling to commit to studying. Therefore, it is necessary to research effective teaching modes of senior English reading (new curriculum).

Our team focused on these problems and carried out our research using classroom observations, evaluations, and teaching method discussions to cultivate an effective teaching mode. By doing so, we found out there are three contributing factors influencing English reading in senior high schools in minority areas.

 

The first factor is the influence of the English language on reading teaching. In minority areas, although students generally weak in English, they work hard to memorize English words and master English grammar. Therefore, we focused on improving students’ language skills and achieved good results by using specific teaching strategies.

 

The second factor is the capability of teachers. The most significant reason is that most of the teachers in minority areas often lack modern teaching ideas and effective reading teaching methods. Some may even neglect the importance of cultural knowledge or social emotion in English reading.

 

The third factor is the influence of learning motivation. Therefore, stimulating students’ learning motivation is the key to improve their learning ability in English reading.

 

Based on those factors, we have adopted practical teaching methods for students and effective teacher training strategies through our tests; for example, we combined reading texts with relatable life elements to stimulate students’ learning motivation. We found that the reading speed of our students increased by 20% through the data analysis, and overall, our study achieved good results in current situation analysis, actual investigation, and teaching practice.

 

In this research, we focused on minority areas. The English resources and students’ foundation in minority areas are poor. Therefore, there is much room for improvement in many aspects. If we hasten for quick success, we will achieve poor results. Therefore, it is essential to accumulate gradually and make gradual progress. We should do to combine English reading with other disciplines. At the same time, we should pay attention to the role of young teachers and get them involved in research teams to promote the modern development of the effective teaching mode for English reading.

 

Zhou Lili is a special grade teacher of the Xingyi No.1 Middle School, and vice-chairman of the Foreign Language Society of Qianxinanzhou Middle School, Guizhou. She is also a provincial famous teacher, a provincial backbone teacher in Guizhou province, and an intern instructor of Guizhou Normal University.

 

 


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