城市随迁子女初中英语学习现状调查研究.docx

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Title: Research on the Current Situation of Junior High School English Learning for Urban Migrant Children
Abstract:
This research focuses on exploring the current situation of junior high school English learning for urban migrant children. With an increasing number of families migrating from rural to urban areas, the education of their children becomes an important issue. This study aims to understand the challenges faced by migrant children in learning English at junior high school level and to propose possible strategies to improve their English language proficiency. The research adopts a mixed-method approach, including questionnaires, interviews, and observations, to collect data. The findings reveal several key factors affecting migrant children's English learning, such as limited resources, language barriers, and lack of parental support. Based on the research findings, recommendations are provided to enhance English learning opportunities for urban migrant children.
Introduction:
Urbanization has led to a significant influx of migrant workers and their families into cities, resulting in an increasing number of urban migrant children attending local schools. These children face unique challenges in their education, particularly in learning English, which is an essential subject in the school curriculum. This research aims to investigate the current situation of junior high school English learning for urban migrant children, with the goal of identifying the barriers they face and proposing possible strategies to enhance their English language proficiency.
Methodology:
The research incorporates a mixed-method approach to collect and analyze data. Firstly, questionnaires are distributed to junior high school migrant students to gather quantitative data on their current English learning experiences, resources, and perceived challenges. The questionnaires are designed to include both closed-ended and open-ended questions to ensure comprehensive data collection. Secondly, interviews are conducted with English teachers and school administrators to gain insights into their perspectives on the English learning situation of migrant children. The interviews also explore the strategies implemented by schools to support these students. Lastly, classroom observations are conducted to analyze the actual English learning environment and teaching methodologies employed in classrooms with a large number of migrant students.
Findings:
The research findings indicate several significant factors impacting the English learning of urban migrant children in junior high schools. Firstly, limited resources, including textbooks, supplementary materials, and language learning facilities, hinder their language acquisition. Secondly, language barriers, such as a lack of English exposure in the home environment and difficulties in communicating with peers, impede their language development. Additionally, many migrant children lack parental support due to their parents' demanding work schedules and limited English proficiency.
Recommendations:
To improve the English learning opportunities for urban migrant children, several recommendations are proposed based on the research findings. Firstly, schools should allocate more resources to provide English textbooks and supplementary materials specifically tailored for migrant students. This would address their unique needs and enhance their language learning experience. Secondly, English teachers should incorporate more interactive and communicative activities in the classroom to facilitate language acquisition. This would provide opportunities for migrant students to practice English with their peers and build their confidence. Lastly, it is crucial to establish partnerships between schools and parents, organizing workshops and training sessions to enhance parental support and involvement in their children's English learning.
Conclusion:
The research highlights the significance of improving the English learning opportunities for urban migrant children in junior high schools. By understanding the challenges faced by these students, schools, teachers, and policymakers can work together to implement effective strategies to enhance their English language proficiency. The findings of this research provide valuable insights for educators and stakeholders involved in the education of urban migrant children, aiming to create a more inclusive and supportive learning environment for all students.