Investigation And Research On The Status Quo Of English Learning Ability Of Junior High School Students

Learning power refers to learners' comprehensive ability and development tendency,which is the premise to better adapt to the accelerated rapid development of society.However,the existing research has just started,and the research on learning power in specific subjects is more insufficient,which makes the front-line teachers' lack of theoretical guidance and specific reference to follow in teaching practice.According to the current state,this research has focused on “learning power” and combined The National English Curriculum Standards of Compulsory Education(2017 Edition),adopting mixed research method.As a preliminary exploration,this research has tried to investigate the state quo of junior middle school students' English learning power,and further analyzed the problems and its reasons behind,wishing to do some basic work for the future study of learning power in specific subjects.This study was guided by the theory of all-round development,theory of pragmatism and lifelong education theory to make the research design.The study chose 586 students and 4English teachers as research objects from 12 classes of Grade Two of junior school in XX County,XX City.With the help of combined methods of questionnaire survey and interview for collecting and analyzing the quantitative and qualitative data,this research has attempted to answer the following two questions:(1)How do junior middle school students demonstrate their English learning power? And how do they perform in different specific dimensions of English learning power?(2)What are the differences in English learning power between high-scored group and low-scored group?The result shows that:(1)The current English learning power of junior middle school students is at the middle level,among which the English learning motivation and transformation capability are the best,learning perseverance,English thinking ability and learning strategy decrease successively,and intercultural awareness is the weakest.And according to Pearson correlation analysis,there is a noticeably positive correlation between each two dimensions.In that,the improvement of one dimension will be definitely conductive to the improvement of other dimensions.(2)The performance of high-scored group in all dimensions is better than that of low-scored group,with different degrees of gap in specific factors.In general,the significant differences between the two groups lie in English learning strategy,learning perseverance and learning motivation.As an exploratory study,this study has achieved the goal of describing the state quo of junior middle school students' English learning power,However,due to the restrictions of research conditions,there,inevitably,are some limitations and deficiencies left,such as a small sample size,the lack of widely recognized research tools,personal tendency in constructing the theoretical model of English learning power.But the study,on the whole,has made a meaningful basic contribution for future study,and provided specific references for front-line teachers to cultivate students' English learning power.