The Effect Of Preschool English Education On English Learning Of Primary School Students

Along with the trend of internationalization, the importance of Englisheducation highlights increasingly and learning English in preschool age tends to begrowing popular. However, there is no consensus opinion about the appropriateness oflearning English in preschool so far. In China, The ministry of education advises studentshould begin to learn English from grade3of the primary school. As a result, there maybe a2-years break between the preschool and the primary school. In this case, can theeffect of preschool English education be sustainable? Is the preschool English educationvaluable for primary school students? This paper tried to test the sustaining effect ofpreschool English education on primary school students and discuss the feasibility ofpreschool English education in terms of the effectiveness.This research selected430students from1133primary school students and dividedthem into2groups, one is the students who have accepted preschool English education,and the other one have not. Then, the writer compared the academic achievement andEnglish learning interest of the two groups with survey method. Besides, the papersurveyed the effect of time of different types of preschool English education onacademic achievement and English learning interest. The results are as follow:1. The popularizing rate of preschool English education is relatively high in city Jand86%students have accepted the English education in kindergartens.2. There is no remarkable diversity of the academic achievement between the twogroups. But there is significant diversity of learning interest, mainly showing in learningpleasure. The students who haven’t accepted preschool English education even get thehigher mean value in learning pleasure.3. Time of English education in kindergartens and in English training institutionshas no significant influence on academic achievement of primary school students, but family education has. The students who haven’t accepted family English education evenget the higher mean value and the students who accepted more than3hours once aweek is higher than those who accepted0-2hours.4. Time of English education in training institutions and families has no significantaffect on learning interests, but kindergarten education has. The longer of time, thelower of enthusiasm for expand knowledge.Based on the above findings, the author recommends that kindergarten should notlaunch English education activities blindly. Parents should look at kindergarten Englisheducation keeping calm. Do not eager to send children to learn English, and spare noefforts to improve English learning interest of children.