| The last two decades have witnessed a period of steady development of middle school English teaching in China, various aspects have made great progress. However, the development of English teaching in remote ethnic minority areas is relatively lagging, the English learning situation of ethnic minority students is not so satisfactory. From the precious researches it has found that many scholars and teachers have discussed the issues of English teaching in ethnic minority areas from different points of view. However, these issues still can be regarded as a hot topic for research nowadays.Inspired by the previous researches, the present research, under the guidance of the Humanistic Theory, Affective Filter Hypothesis and some related theories, attempts to carry out the study of English learning issues of ethnic minority students from the perspective of English language learning identity by taking the students of Zhuang, Miao, Yao, Bouyei and other ethnic minority as the subjects who are studying in junior high schools in Baise area, Guangxi Zhuang Autonomous Region. The instruments of study are the questionnaire and the interviews done with both teachers and students. The survey is conducted from the five main and top non-intelligence factors which greatly influence English learning including English learning motivation,English learning interest, English learning attitude, English learning confidence, students’identity toward English teachers and English teaching environment with the major purpose of further exploring English learning issues of ethnic minority students from different points of view, finding out the influencing factors through analysis and discussing the relevant and possible strategies, so as to provide the consultative reference for the English teachers’English teaching and research, and the development of English education in ethnic minority areas.The results of the survey showed that (1) the ethnic minority students in different grades of junior high school are basically identifying English language learning. (2) Only a few ethnic minority students have strong positive attitude and confidence, correct motivation of English learning, and master correct English learning methods. (3) Along with the grade rising, the ethnic minority students’identity, motivation, confidence, attitude and interest of English learning are declining. (4) English teachers’educational concept, teaching quality and teaching methods, English learning atmosphere and environment, and financial support, etc. all these have close relationship with ethnic minority students’English learning.According to the revealed problems, from the five main and top non-intelligence factors which greatly influence English learning, the present research proposes the related suggestions from five aspects of teachers, students, school, family and society:(1) English teacher should further improve their English quality seriously, optimize teaching methods and implement emotional education scientifically. (2) As for students, they should adjust their motivation of English learning, change their negative attitude of hating English and improve their English learning interest and confidence. (3) Schools should pay enough attention to English teachers’professional development, enhancing the training of their professional development, and establishing strict evaluation system of English teachers. English teaching management should be enhanced and teaching environment should be optimized at the same time. (4) Families should hold a correct attitude towards their children’s English learning, help schools and English teachers to create positive English environment together. (5) The society should further improve ethnic minority areas’English teaching conditions as soon as possible for the purpose of attracting more outstanding English talents so as to consolidate the construction of English teaching staff in ethnic minority areas. |
