A Survey On Student Participation In Senior High School English Classes Based On TBLT

Student participation is part of classroom teaching activities, which plays a key role inclassroom teaching. The new English Curriculum Standards of senior high school advocatesthe task-based language teaching, which makes the formation and development of students’comprehensive language skills an overall goal and achieves it by the means of practice,participation and cooperation, etc. Hence, an analysis of the present situation of studentparticipation under such teaching model contributes to perceiving a deeper understanding ofthe affecting factors and teaching implications to promote the participation levels andstudents’ overall development and deepen teaching effect.This thesis is a survey; Professor Kong Qiping’s research was a reference to this thesisand defined student participation as a unity of behavioral participation, cognitive participationand emotional participation. Behavioral participation includes three variables, namely,attentive study, intensive study and extra time; cognitive participation includes cognitive,Metacognitive, resource management strategies; emotional participation includes the sense ofaccomplishment, pleasure, anxiety, and tiredness.261students from four classes of grade twoof one Senior High School in Wugang city were chosen as student subjects, and studentquestionnaire, classroom observation and interviews as research methods to investigate thestatus quo of student participation in senior high school based on TBLT. Specific researchquestions are:(1) What is the status quo of student participation based on the application of TBLT insenior high school?(2) What differences are there in student participation in gender and class ranks ofacademic achievements?(3) What relations are there between behavioral participation, cognitive participation, and emotional participation?(4) What factors affect student participation under the methodology of TBLT?The main findings are as follows:(1) The overall level of student participation under the approach of TBLT is at apositive state, but merely at a medium level on a whole, not a quite ideal situation, especiallyin the perspective of emotional participation.(2) As for student participation, generally, there are significant differences in gender andclass ranks of academic achievements. Specifically, in gender, female students’ participationlevel is somewhat higher than male students’. In class ranks of academic achievements, butfor the sense of anxiety, there are all statistically significant differences in the rest variables.(3) There are close correlations between behavioral participation, cognitiveparticipation, and emotional participation. Generally speaking, there are extremely positivecorrelations between behavioral participation and cognitive and Metacognitive strategies, butsignificantly negative correlations between behavioral participation and resource managementstrategies; extremely positive correlations between behavioral participation and positiveemotional experience, including accomplishment and pleasure, but negative correlationsbetween behavioral participation and negative emotional experience, including anxiety andtiredness; extremely positive correlations between cognitive participation and positiveemotional experience, but negative correlations between cognitive participation and negativeemotional experience.(4) Apart from gender and class ranks of academic achievements, other affecting factorsare summarized in three parts. For student’s part, there are peer pressure and self-efficacy. Forteacher’s part, there are educational concepts and regulated skills. For classroom environment,there are classroom size and classroom climate.