彝族学习英语困难的因素 教学反思(人教版英语九年级)

发布时间:2017-10-24 编辑:互联网 手机版

Abstract:In the developed area, from the beginning of the third grade, students will have English class and participate in various English training courses, while in the economic underdeveloped western Yi area, it is difficult to carry out English teaching. The reasons of this phenomenon are manifold. There are objective factors including limitations of living environment and effect of trilingual environment and subjective factors consisting of psychological factors, a lack of proper English learning methods and purposes and motivation of English learning. English learning can present the active state by improving the students’ ideological understanding in Yi region, giving full play to their subjective initiative, finding suitable methods of their own learning.

Key words:Yi prefecture; Middle school students; English learning difficulty ;Strategy

1.Introduction

One of the biggest areas of Yi is Sichuan Liang Shan autonomous prefecture, while the places such as Yunnan, Guizhou, Sichuan and Guangxi, and foreign countries, like Thailand, Laos and Vietnam also have distribution. Before the founding of new China, Liang Shan in Sichuan and Yunnan Ninglang area tended generally to maintain slavery, especially for black Yi, Qunuo. The Yi people in its long history, has created the brilliant science, technology and culture. The Yi people in Xia dynasty created a "solar" in October, to have their own language and characters, namely, Yi and Yi language. Yi language is rich in content. Now, we want to construct socialism with Chinese characteristics and building a harmonious society, so we should put the development of minority economy, rich ethnic culture and national education in an important position. In many areas of the Yi nationality, English education is the weakest subject among all subjects. But Yi students' English teaching

has been plagued by the teachers. Their teaching is wasted. There is no progress even they spend a lot of time. Not only is ideology behind, but also starting point of learning English is low in Yi areas. Short time of learning English, the influence of the three language environment, a lack of good learning methods and good teaching measures are also the factors of English learning difficulty. To solve this problem, we can only improve the quality of the humanities, adopt teaching methods suited to local students, pay attention to the affirmation and encouragement, and enhance the consciousness of the purpose. For these backward places, the teacher plays a leading role, but we should also progressively make the students take the initiative in the hands and let them learn by themselves, make progress by themselves, correct by themselves, and become a whole person at last. That's the key to the revitalization of education development in Yi. However, combining the theory of English teaching, I found that objective factors actually has a greater impact on students' learning in Yi area, and these can improve students' learning situation. Our English teachers in Yi region play the most important role.

2. Objective Factors of English Learning Difficulty of Yi Students

2.1. Limitations of Living Environment

2.1.1.Backward Thoughts of Education

Yi people mainly live in relatively backward economic region. Most people are poor, even some people still don't have adequate food and suffer from clothing problem, which lead to the backward education. Some families can't afford school fees, for example, they need children to help them do farm work or go out to participate in the family, their children will drop out of school. Poor economy restricts the education. English education at the same time also affects the Yi area. Yi people, in the Yi region of Liang Shan,are mostly distributed in the mountains, far away from the town. Especially in some areas where there is very little contact with the outside world, for example, Mei Gu, De Chang, Bu Tuo, etc. Most of them live in the mountains which belong to the farming and pastoral areas of economic self-sufficiency, so they have no certain goals and ideals of life; Most families do not pay attention to education, even if some parents sent their children to school for their age is too young to do other things, or they have to adapt to the national compulsory education policy, but little of them will consider the knowledge. And, as a result of living in remote, agricultural products are mostly self-marketing; natural resources can't translate into economic advantage, thus restricting the development of rural economy. The attention and investment to the education is rare. Even if a few families treat education seriously, they have to let the children drop out of school and go home because of lacking funds, let alone the opportunity of getting out of the mountain. Other backward education thoughts embodied in the sea: one is that the government do not treasure education and don't respect knowledge, or even take the talent education as common phenomenon. The idea that education is useless is very popular . In national regions, there are quite a lot of people who think it is a market economy, they can make money without reading too much. The third is the teacher's education teaching idea lag behind. In conclusion, the thought of education is very backward. No one treats English education as an important thing. Consequently,English education will become weaker and weaker. So, the government should intensify efforts to promote advanced, innovative education thought in Yi areas. While the most important thing is that the teacher must change their teaching ideas. If teachers teach students with the thought which is introduced into the preset orbit, students could not become the main part of learning. Moreover, students will not participate in classes actively. Therefore, as a teacher, they must set up the new education teaching thought, which means that they must change the past "cramming education", and let the students like to learn.

2.1.2.Lack of Educational Resources

Affected by the geographical region and the lag of economic, teaching facilities in Liang Shan Yi area are far lower than the developed areas of teaching conditions. Teachers lack, for example, the idea and common thought (Xu Chengbo, 2010) . In the process of English learning, some schools even have difficulty in offering every English teacher a tape recorder. English needs counseling information, such as listening, speaking,while the students can not even own text matching workbook. Combined with the impact of examination-oriented education, many English teachers who in order to complete the teaching course only refer to listening slightly in class or even ignore it, which causes less chance to practice English for students (Ding Yueya, 2004).

In most areas of the Yi nationality, there are serious shortage of teacher, both in quantity and quality. As is known, teaching and learning are the two interdependent part of one unity. For a foreign language teacher, a harmonious environment that ensures good teaching largely depends on his or her knowledge of how his or her students learn the language (Peng Xuefang, 2006). If a teacher knows quite well about his or her students i.e. their learning styles or proper learning strategies ,which makes teaching and learning be undoubtedly easier. However, it is not that easy for the teacher in Yi middle schools, whose own culture are somewhat different from that of the students, because there is a culture barrier between the teachers and students in understanding each other’s preferences for teaching and learning the language. What is worse, the teachers from other places have no idea about the Yi students. They cannot even speak or understand Yi. Due to lack of knowledge in learning styles and strategies, the teachers fail to guide students in employing or exploring effective learning strategies in light of their learning styles, which may lead to the low effectiveness of Yi students in English learning. Actually, this is the most effective way to improve English education. In recent years, the government is increasing investment in education including building new schools, updating teaching facilities and purchasing advanced teaching equipment. For English teaching, most schools in Liang Shan region installed multimedia, and teachers are equipped with tape recorders or computers, and so on.

2.2.Effect of Trilingual Environment

2.2.1.Confusion of Learning Three Different Kinds of Language

For Chinese, to learn English, they just need to overcome obstacles of English, while for Yi ,they must overcome the Yi language and Chinese double barriers when it comes to learning English. Chinese is the second language of Yi students which is not their native language, so in the process of using Chinese, because of the influence of their native language and native language culture, mistakes in Chinese grammar, vocabulary, and misperceptions could happen. Due to transfer of native language (Yi), second language (mandarin) and English, theses three languages influence each other, which is the unique phenomenon of English teaching in ethnic minority areas. Different from the Chinese - English thinking of students, Yi students should choose in the three language concept and cognitive processing, and thus will understand and accept them slowly (Sun Huanzhen, 2011). As Yi nationality middle school students, they are born with Yi language and exposed to Chines during childhood. It will be more difficult to learn English. In the Yi language , the basic structure of the sentences is the way as follows: S+O+V", while the majority of English and Chinese are as follows: S+V+O. For example, "I'm playing basketball."the order expressed in Yi language is: I am basketball playing "; while the sentence which speak as "I am playing also" expressed in English as: "I am also playing" (Teng Xing, 2001). In virtually, they usually receive negative transfer of mother tongue.They should Learn but also translate in the process of learning English.

More importantly, language and culture of Yi are different from the Han nationality .Yi and Han middle school students rarely communicate when they study and live at ordinary times. They have obvious national sense of protection. They believe that only their native students can communicate without difficulties. But due to historical reasons (Yi, as barbarians, burned, killed and pillaged. All in all, they did all the bad things thus left the bad reputation in history) ,the Han nationality has a prejudice against Yi. The Han nationality students are always reluctant to communicate with Yi students. Under a vicious cycle, Yi students also have ego to protect consciousness, to refuse to communicate with the Han nationality deeply (He xiang & Zhang Chunxiang, 2009). However, as is known to all, language learning must be context. It needs not only the communication between teachers and students, as well as English video contact, and the desire to communicate in English and exchange between learners. Therefore, as a medium of education, English teachers play an important role in eliminating this obstacles as far as possible.

2.2.2.Lack of English Learning Resources in Yi

In Yi nationality autonomous regions, text in Yi is less popular. I have nearly gone to the most bookstore in the "capital"-----Xi chang in Yi area, but I rarely found reference books in Yi. But, there is no denying the fact is that many of Yi mountainous areas, students don't even know a few Chinese characters. So, for Yi students, the atmosphere of English learning and Chinese learning isn't strong. The students for these obscure languages will gradually lose interest and confidence. Thus, in the future, even they can go to the big city to study, they will be very afraid of English, when it comes to English learning. Most of the Yi students think that some English reference books in Han should be published in the Yi .

3. Subjective Factors of English Learning Difficulty of Yi Students

3.1. Psychological Factors

After entering junior high school, both the Han nationality students in the class and Yi students will communicate in Chinese. Yi students’weak pronunciation become apparent, and they also speak English with a strong Yi's accent (Lin Wen, 2006). So, Yi students are always embarrassed to speak in class, even the Chinese are rarely used, let alone English. They dare not answer questions, or even participate in simple English dialogue, let alone reading the text,or communicating with Han students. Consequently, Yi students not only missed the opportunity to learn again and again, but to give up the English learning’s key process ------- listening&