An Investigation Study On The Differences Of English Self-learning Ability Between Urban And Rural Junior Middle School Students In Huai’an Of Jiangsu Province

In recent years,China’s compulsory education reform advocates the cultivation of students’ independent learning ability and the balanced development of urban and rural areas.As one of the three main subjects in compulsory education,it is imperative to study the differences between urban and rural English students’ autonomous learning ability.At present,scholars at home and abroad have less research on the English self-learning of urban and rural students in compulsory education stage,while the research on the difference of English self-learning ability in urban and rural junior middle schools plays a very important role.Based on this,there are three main research questions in this paper :(1)Are there any differences in English self-learning ability between urban and rural junior middle school students in Huai’an of Jiangsu Province? What are the differences?(2)If there are differences,what are the reasons for the differences between urban and rural areas in the English self-learning ability of junior middle school students in Huai’an of Jiangsu Province?(3)How to reduce the difference of English self-learning ability between urban and rural junior middle school students in Huai’an of Jiangsu Province?This study used questionnaire and interview method to investigate the difference of English self-learning ability of 4 junior middle school students in Huai’an of Jiangsu Province.First,400 students were randomly selected from 4 schools to conduct a questionnaire survey on English self-learning ability.In the meantime,48 students and 12 teachers were randomly selected for interviews.Secondly,through the questionnaire survey and interview results,this paper analyzes whether there are urban and rural differences between urban and rural junior middle school students in Huai’an of Jiangsu Province,and analyzes the aspects of the differences and the causes of the differences.Finally,this paper puts forward the countermeasures to reduce the differences of English self-learning ability between urban and rural junior middle school students in Huai’an of Jiangsu Province.The main conclusions of this paper are as follows:(1)There are differences between urban and rural areas in the overall English self-learning ability of junior middle school students in Huai’an of Jiangsu Province.In the aspect of English learning motivation,the intrinsic motivation urban students is obviously higher than that of rural students;in the aspect of English learning goals and plans,urban students are obviously better than rural students in the aspect of learning goals,but urban and rural students are generally not good in the aspect of learning plans;in the choice and use of English learning strategies,urban students are obviously better than rural students in cognitive strategies and resource strategies,but urban and rural students are generally not good in communicative strategies;in the regulation of English learning process,urban students are obviously better than rural students;in the reflection and evaluation of English learning results,urban students are obviously better than rural students.(2)From the four dimensions of students,teachers,schools and families,this paper analyzes the causes of the differences between urban and rural areas in each dimension of students’ English self-learning ability in Huai’an of Jiangsu Province.(3)Put forward the countermeasures to reduce the difference of students’ English self-learning ability in Huai’an junior middle school in Jiangsu province: the first is to stimulate the intrinsic motivation of English learning of rural junior middle school students;the second is to help rural students set correct learning goals and also help urban and rural students formulate English learning plans;the third is to strengthen the training of rural students’ cognition,regulation,resource strategy,and pay attention to the communication strategy training of urban and rural students;the fourth is to develop rural students’ ability to control the learning process;the fifth is to improve the level of reflection and evaluation of rural students’ English learning results.