A Study Of The Correlation Between English Classroom Climate And Students' English Learning Behavior In Senior High School

Broadly speaking,foreign language education and teaching mainly includes five parts:learners' need analysis,curriculum design,textbook compiling,classroom teaching and course evaluation.Among the five parts,classroom teaching is not only closely related to students-teacher interaction,but also plays a core role in the English teaching.The classroom teaching consists of learners as well as teachers,and also it takes the classroom teaching atmosphere into consideration.However,some educators and teachers may ignore the significance of classroom teaching climate under the circumstance of exam-oriented education policy.Thus this thesis aims to explore the influence of English classroom climate on students' English learning behavior.The previous research abroad primarily concentrated on the analysis of contributing factors of classroom climate and learners' perception on the English classroom climate.Beginning in the 1920s,some western scholars embarked on the study of students'different consciousness on different classroom climate.Then some researchers began turning to the influence of teachers' behaviors and students' behaviors on the classroom climate,and they claimed that the interaction of them to a large extent has an impact on the students' consciousness on the classroom climate.Moreover,some scholars like Lewin put forward "field theory" to interpret the psychological classroom climate and social classroom climate.While scholars at home are more likely to introduce western theories,the influencing factors of classroom climate as well as different effects of different classroom climate.In general,the researches in the domestic mainly focus on the introduction and summary of western research findings,and the empirical research is not enough.Therefore,this thesis is intended to explore the senior high school students'perception of English classroom climate in senior high school attached to HUST in Wuhan and the influence of different English classroom climate on students' learning behavior and performance as well as its correlation.Guided by the theory of Group Dynamics,the author applies the English Classroom Climate Scale and Students'Learning Behavior Scale to the senior high school English class.In this study,the specific research questions are as follows:(1)Do the senior high school students in different classes have different perception of English classroom climate?And what are they?(2)Do the students under different classroom climate have different English learning behaviors and performance?And what are they?(3)What's the relationship between English classroom climate and students' English learning behavior,and what kind of influence will the classroom climate have on students' learning behavior?For the purpose of answering these questions,the author took two hundred and twenty-eight students from five different classes in the senior high school attached to HUST as subjects,using English classroom climate scale and students' English learning behavior scale as research instruments.The empirical data in this study was collected by using questionnaires and classroom observation scales firstly.And then these data was typed in computer and made quantitative analysis by Statistical Package for Social Science.After that,the author did an interview with five participants from five different classes to get further qualitative information.The results of the study presented that(1)in general,most of the participants in five different classes hold positive perception on the English classroom climate and their learning behavior.(2)however,there is still some difference among these participants in the perception of classroom climate and learning behavior.(3)there is a strong positive correlation between students' perception of English classroom climate and students'English learning behavior and performance.To be more specific,the correlation in different items is different.