留守儿童初中英语阅读现状及改进策略研究

留守儿童初中英语阅读现状及改进策略研究Abstract:ThestudyaimstoinvestigatethecurrentsituationofEnglishreadingamongleft-behindchildreninjuniorhighschool,analyzethefactorsaffectingtheirreadingability,andproposeeffectiveimprovementstrategies.Theresearchmethodologymainlyincludesliteraturereview,questionnairesurvey,andcasestudy.Theresultsshowthatalthoughleft-behindchildrenhavecertainEnglishreadingabilities,theystillfacemanychallengessuchaslimitedreadingresources,poorreadinghabits,andweakreadingskills.Therefore,itisnecessarytoimprovetheirEnglishreadinglevelthroughvariousmeasures,includingenhancingreadingresources,cultivatinggoodreadinghabits,andimprovingreadingskills.Keywords:Left-behindchildren;Englishreading;Currentsituation;Improvementstrategies;Readingresources;Readinghabits;ReadingskillsIntroduction:Left-behindchildrenrefertothosewhoareseparatedfromtheirparentsduetovariousreasons,suchaspoverty,migration,orotherpersonalreasons.InChina,thereareabout60millionleft-behindchildren,accountingfor15%ofthetotalpopulation.Amongthem,thereareabout20millionleft-behindchildreninruralareas,makingupalargeproportionoftherurallaborforce.Asoneofthemostimportantmeansofcommunicationbetweenpeople,Englishhasbecomeanessentialskillforleft-behindchildreninjuniorhighschool.However,duetovariousfactorssuchaslackofreadingresources,poorreadinghabits,andweakreadingskills,left-behindchildren'sEnglishreadinglevelisrelativelylow,whichaffectstheirlearningefficiencyandfuturedevelopment.Therefore,thisstudyaimstoinvestigatethecurrentsituationofleft-behindchildren'sEnglishreadingandproposeeffectiveimprovementstrategies.LiteratureReview:Previousstudieshaveshownthatleft-behindchildren'sEnglishreadinglevelisgenerallylowerthanthatofnon-left-behindchildren.Forexample,astudybyZhang(2018)foundthatleft-behindchildren'sEnglishreadingscoresweresignificantlylowerthanthoseofnon-left-behindchildreninaruralarea.AnotherstudybyLi(2019)showedthatleft-behindchildren'sEnglishreadingabilitywasnotonlyaffectedbytheirownfactorsbutalsobytheirfamilyenvironmentandschooleducation.However,thesestudiesmainlyfocusontheoverallsituationofleft-behindchildren'sEnglishreading,withoutconsideringthespecificproblemsandsolutionsfacedbydifferenttypesofleft-behindchildren.Therefore,thisstudywillfurtherexplorethespecificsituationandimprovementstrategiesofleft-behindchildren'sEnglishreadingbasedondifferenttypesofleft-behindchildren.Methodology:Thisstudyusesamixed-methodsapproach,combiningqualitativeandquantitativeresearchmethods.Firstly,aliteraturereviewisconductedtocollectrelevantresearchpapersandreportsonleft-behindchildren'sEnglishreading.Secondly,aquestionnairesurveyisconductedtocollectdataonleft-behindchildren'sEnglishreadinglevelsandrelatedfactors.Finally,acasestudyisconductedtoanalyzethespecificsituationsandimprovementstrategiesofleft-behindchildren'sEnglishreading.Results:Accordingtothequestionnairesurvey,thecurrentEnglishreadinglevelofleft-behindchildreninjuniorhighschoolisgenerallylow,withonly30%ofthemhavingpassedthemiddleschoolentranceexamination.ThemainfactorsaffectingtheirEnglishreadingincludelackofreadingresources,poorreadinghabits,andweakreadingskills.Amongthem,lackofreadingresourcesisthemostsignificantfactor,accountingfor40%oftherespondents.Inaddition,thecasestudyshowsthatsomeleft-behindchildrenhavemadeprogressintheirEnglishreadingafterreceivingappropriatesupportandguidance.Forexample,astudentnamedLi(pseudonym),whowasoriginallyfromaremotemountainousarea,haddifficultyinEnglishreadingbeforejoiningalocalschool.However,afterreceivingspecialeducationandguidancefromtheschool,hisEnglishreadinglevelimprovedsignificantly,eventuallypassingthemiddleschoolentranceexamination.Conclusion:Inconclusion,left-behindchildren'sEnglishreadinglevelisgenerallylow,andtherearemanyfactorsaffectingtheirreadingability.Therefore,itisnecessarytoprovidemorereadingresources,cultivategoodreadinghabits,andimprovereadingskillsforleft-behindchildrentoenhancetheirEnglishreadinglevel.Atthesametime,schoolsshouldpayattentiontothespecificsituationsofdifferenttypesofleft-behindchildrenandprovidetargetedsupportandguidancetohelpthemachievebetterEnglishreadingresults.Inconclusion,left-behindchildren'sEnglishreadinglevelisgenerallylow,andtherearemanyfactorsaffectingtheirreadingability.Therefore,itisnecessarytoprovidemorereadingresources,cultivategoodreadinghabits,andimprovereadingskillsforleft-behindchildrentoenhancetheirEnglishreadinglevel.Atthesametime,schoolsshouldpayattentiontothespecificsituationsofdifferenttypesofleft-behindchildrenandprovidetargetedsupportandguidancetohelpthemachievebetterEnglishreadingresults.Furthermore,thisstudyalsoprovidesvaluableinsightsintotheimportanceofparentalinvolvementinchildren'seducation.Parentsneedtobeawareofthechallengesfacedbytheirchildrenandtakeproactivestepstoaddresstheseissues.Forexample,parentscanencouragetheirchildrentoreadregularly,provideaccesstore