A Survey On English Learning Behavior Of Secondary Vocational Student

Secondary vocational education is the foundation of vocational education,which undertakes the task of training high-quality workers and technical talents for the new era.The task of English curriculum in secondary vocational schools is to help students learn basic knowledge of language,improve basic skills of language and develop students’ core competences of English subject,so as to meet the requirements of talents in the new era.In the process of English learning,learning behavior affects students’ learning effect directly.The investigation and study of English learning behavior of secondary vocational school students can help students to change their learning concepts and behaviors,promote teachers to reflect on their teaching effects and improve their information-based teaching ability,and thus help schools to improve the quality of English teaching.Supported by the behaviorism learning theory,cognitive learning theory and constructivism learning theory,this paper aimed to investigate the current English learning behavior,influencing factors and the improvement measures of vocational school students.First of all,the literature review about domestic and foreign studies on learning behavior,English learning behavior and English learning behavior of secondary vocational school students was conducted.Secondly,a questionnaire was carried out to investigate the English learning behavior of 811 students in the secondary vocational school.SPSS26.0 statistical software was applied to analyze the English learning behavior of vocational school students from four dimensions:the students’ views on English learning,the students’ in-class English learning behavior,the students’ out-class English learning behavior and the influencing factors.Then,the observation method was used to observe the in-class and out-class English learning behavior of 10 students in fixed seats,and the recorded data was analyzed.Finally,six English teachers were interviewed to obtain more specific,authentic and comprehensive information.The research findings are as follows:(1)The English learning motivation of secondary vocational school students is utilitarian,and they lack interest,clear learning goals and plans.(2)Most secondary vocational school students’ positive learning behavior in English class is only to cope with learning perfunctorily,and a few students also have negative learning behaviors such as wandering,dazing,sleeping,playing with mobile phones.(3)Only a few students take the initiatives to learn English after class,which proves they have very poor out-class English learning behavior.Through factor analysis,the student,teacher and school can account for these results.Then,the corresponding suggestions are put forward from three aspects: students,teachers and schools.As for students,students should change their learning concepts and explore learning strategies actively;change their learning behavior and consult others.As far as teachers are concerned,they should apply stratified teaching method to cultivate students’ confidence in English learning;adopt multiple evaluation to enhance students’ sense of English achievement;study and improve their own information-based teaching ability.Concerning schools,they should attach importance to English teaching;arrange English courses reasonably;enrich English extracurricular activities;strengthen the construction of informational resources.