2。2 Theory about Attention 7

2。2。1 The Definition of Attention 8

2。2。2 The Types of Attention 8

2。2。3 The Characteristics of the Attention of Primary School Pupils 8

2。3 Motivation Theory 9

2。3。1 Motivation and English Reading Motivation 9

2。3。2 Achievement Motivation Theory 10

2。4 Research status at home and abroad 11

2。4。1 Research status at home 11

2。4。2 Research status abroad 11

3。 Research Design 13

3。1 Purpose of the research 13

3。2 The Research Questions and Hypotheses 13

3。3 Subjects of the Research 13

3。4 The Research Instruments 14

3。5 Procedures of the Research 15

4。 Results and Analysis 18

4。1 Results and Analysis of Research Question 1 18

4。2 Results and Analysis of Research Question 2 19

5。 Conclusion and Suggestion 22

5。1 Conclusion 22

5。2 Suggestion 23

5。3 Limitations 23

References 25

Appendix1 27

Appendix2 28

Appendix2 32

Appendix3 34

Appendix4 37

1。 Introduction 

1。1  Background From~优E尔L论^文W网wWw.YoUeRw.com 加QQ7520.18766

English education in primary school has been paid increasing attention over the past two decades in China。 According to National English Curriculum Standards (Ministry of Education of the People’s Republic of China, 2011), reading is one of the four basic skills (listening, speaking, reading and writing) in English learning。 The value of reading not only lies in improving of the ability to read and comprehend but also lies in consolidating and expanding the vocabulary of students and promoting listening, speaking, reading and writing abilities。 Therefore, cultivating students' reading ability is one of the main objectives of foreign language teaching。 However, English reading teaching in primary school is facing some predicaments。

1。1。1 The Interpretation of reading requirements of English Curriculum Standards

The primary school students are required to get the second level when they graduate from the primary school according to National English Curriculum Standards (Ministry of Education of the People’s Republic of China, 2011)。 At the second level, students are able to read and understand simple stories with the help of pictures。 And National English Curriculum Standards (2011) also points out that English teacher are supposed to provide the students with suitable reading materials, especially the reading materials which are combined with teaching materials。 

One of the requirements of language knowledge for the second level is that students are able to understand and express simple information about numbers, colors, time, whether, food, clothes, school, family and so on。 Therefore, in practical teaching, English teachers should not only help students master the words and sentences pattern about these topics, but also provide some short passages or stories related to these topics to help students use what they have learned to read。  英语绘本对小学三年级学生阅读效果的影响(2):http://www.youerw.com/yingyu/lunwen_151047.html