Research On The Extracurricular English Learning Of Senior Three Students

When entering senior three, students may have a basic understanding of their own English foundation, and they have realized their strength and weakness in English learning. At the same time, they have consciousness and ability of extracurricular self-study. Therefore, they will pay much attention to extracurricular learning to make up their "weakness" for the purpose of improving themselves. In recent years, many scholars have made research on students’ extracurricular English learning, and pointed out that classroom teaching should be extended to the outside of the classroom scientifically, so as to make the classroom teaching as an organic whole with extracurricular English learning.Inspired by the previous studies, the present research, by taking the Senior Three students from two senior high schools in Guangxi Zhuang Autonomous Region as the subjects and adopting the quantitative and qualitative methods, tries to survey the status of students’extracurricular English learning through questionnaire and interview. It has three main purposes:(1) it tries to objectively investigate the basic status of senior three students’extracurricular English learning and find out how they conduct extracurricular English learning; (2) it tries to reveal the main problems and confusions which the students have in extracurricular English learning through analysis, and find out the factors affecting students’extracurricular English learning; (3) according to students’realistic problems and confusions found in the research, it puts forward the related suggestions.The research results indicate that (1) generally speaking Senior Three students can make their own extracurricular English learning goal and plan, and have the ability for extracurricular English autonomous learning. (2) Students tend to conduct cooperative learning in their extracurricular English learning. (3) In their extracurricular English learning, the major problem Senior Three students have is that the time they can freely spend is short. (4) Senior high school English teachers don’t pay much attention to cultivate the students’ extracurricular English learning strategies. In addition, the result of interview shows that the main purpose of Senior Three students’extracurricular English learning is to get a high mark in the College Entrance Examination, to which the learning contents and methods they adopt are closely related, meanwhile, it also reflects that it is necessary for Senior Three students to combine extracurricular English learning with the College Entrance Examination.Based on the research findings and the students’opinions, the corresponding suggestions for teachers, students and schools are proposed from three dimensions with Krashen’s learning theory and constructivist learning theory. First, teachers should purposefully cultivate students’ extracurricular English learning strategies through classroom teaching; render timely and effective guidance to students’ extracurricular English learning, and further help students enhance self-efficacy, which meet Krashen’s language input hypothesis that teacher provides more comprehensible language input for students’English acquisition. Second, students need to learn how to scientifically make extracurricular English learning plan and reasonably control their time according to their own learning, and then get into the habit of assessing learning on time so as to improve their learning efficiency, which satisfies the constructivism theory that knowledge is built by students themselves. Third, schools should provide more effective extracurricular English learning resources for students in accordance with the actual situation, meantime, more flexible and discretionary extracurricular time should be given to students, which combine Krashen’s language input hypothesis with the constructivism theory that school provide relevant second language input material and then students build their own knowledge.