Effects Of Primary English Teachers' Immediate Assessment On Students' English Learning Interest

Since the issue of National New English Curriculum Standards by National Ministry of Education in 2002, primary English teaching has been spread to more and more areas, including some rural areas. According to the National New English Curriculum Standards for primary English, the main task of primary English education is to develop pupils'interest for English learning. The new curriculum reform of basic education proposes that pupils'performance should be the focus of classroom assessment, including T-S interaction, independent learning and the behavior, the enthusiasm, the experiential emotions, etc. during cooperative learning. Immediate assessment, as a kind of progressive assessment closely related to teaching process, runs through students'whole learning process, thus it, in essence, belongs to formative assessment. It puts emphasis on assessing students'real classroom performance under specific teaching circumstance. Then, how do primary English teachers use immediate assessment now? Does their immediate assessment affect students'English learning interest? These are what this dissertation focuses on.This thesis mainly focuses on the relationship between English teachers'immediate assessment and learners'interest in primary school. Three research questions are addressed: 1. What about primary English teachers'use of immediate assessment now? 2. How does the immediate assessment of primary English teachers affect learners'interest? 3. How about the effects of immediate assessment on English learning interest of learners in different grade, of different gender and at different kinds of school? Questionnaire study, teacher and student interviews were carried out in Nanping and Shapingba districts, Chongqing city. The participants selected for this study includes 467 primary students from 4 primary schools and 6 English teachers from the very 6 schools. The results of the investigation were analyzed statistically with data analysis software SPSS. This study, at last, arrives at such conclusions as:1. At present, primary English teachers'use of immediate assessment is not so satisfactory.2. The immediate assessment in primary English classroom is notably related to students'English learning interest. How English teachers assess students on their classroom performance will notably affect students'emotional inclination for English study, to the maximum extent, and also their attentiveness in English learning. 3. Students'age, gender and the district of school are also important factors that affect the development of students'English learning interest.This thesis is mainly composed of 5 chapters. Chapter 1 is the introduction. It points out the research background, significance and the research framework of the study. Chapter 2 reviews the relevant foreign and domestic researches and theories related to immediate assessment and learning interest, which lays the theoretical foundation for the whole study. Chapter 3 reports the implementation of the empirical study and has a deep discussion of those results, while Chapter 4 offers some practical suggestions about classroom immediate assessment for primary English teachers, according to the previous discussion of those research results. Chapter 5 summarizes the major findings and the limitations of this study, and proposes the directions for future researches.