ChapterOneIntroduction1.1ResearchBackgroundThisyear'sJulybytheCentralGeneralOfficeandtheGeneralOfficeoftheStateCouncilissued"onfurtherreducingtheburdenofcompulsoryeducationstudents'homeworkandtheburdenoftrainingoutsideschoolopinions"(hereinafterreferredtoasthedoublereductionpolicy),andissuedanoticerequiringvariousdepartments,requiringtheimplementationoftheactualsituation,whenthisdoublereductionpolicyreleasedcanbedescribedasturninguptheenvironment,whichwillberecordedinthehistoryofeducationpolicy,inthispolicy,manypeopleThisisnotonlytomakeprimaryschoolanxiousbutalsotomaketheseparentsfeelanxious,thedoublereductionpolicyanditscounterpartEnglishvocabularyteachingseemstousherinanewoutbreak,butwhethertherewillbeaninevitablesinkingrelationshipbetweenthetwo,orveryworththinkingabout.QianHongyan(2021)Ontheimplementationofthedoublereductionpolicy,whatchangesinprimaryschoolinthenewsemester,fromafter-schoolservices,multi-partycooperation,collaborativeloadreduction,independentinquiryandotheraspectsinwhichplayagreaterrole,tohelpteacherssolvetheobjectivechallengesbroughtaboutbythedoublereductionthroughpractical,targetedcourses.LiuYan(2021)analyzesthetransformationtrendandnewwindfalloftheeducationandtrainingindustryunderthedoublereductionpolicy,andmakesananalysisofthede-capitalizationofeducationwhichisbasicallyclear,aswellasthetightcashflow.XiaBaolan,ZengWei(2017)AninvestigationstudyofprimaryschoolEnglishvocabularyteachingbasedonstudents'needsanalysis-takinganindependentcollegeinKunmingasanexample,basedonthetheoryofneedsanalysis,aquestionnairesurveywasconductedtoinvestigatetheviewsofprimaryschoolstudentsinKunmingonprimaryschoolEnglishvocabularyteaching,andtheirsatisfactionwiththevocabularyteaching,toproposeaframeworkforthevocabularyteachingsystemandThisistoproposeaframeworkandreferenceforthevocabularyteachingsystem.1.2ResearchPurposeThispaperinvestigateshowtoimprovethequalityofEnglishlanguageteachingandlearningbyinvestigatingtheafter-schoolarrangementsandimprovingthequalityoftheclassroom.Thispaperalsocollectsdatafromprimaryschool,basedonthequestionnairesanalysed,tounderstandtheneedsofprimaryschoolinandtomakesuggestionsforthestudyofEnglishvocabularyteaching.1.3ResearchSignificanceThispaperinvestigatestheneedsofprimaryschoolinintermsofEnglishvocabularyteaching,teachingmaterials,teachingmethodsandcourseevaluation.Thesurveyalsoexploresthesocialneedsofthevocabularyteachingandsuggestsstrategiestoaddresstheproblemsofincompleteanalysisofthevocabularyteachingandasinglemathematicalapproach.Thisincludestheuseofacomprehensiveneedsanalysisandtheadjustmentofthevocabularyteachingsothatascientificsystemofvocabularyteachingassessmentcanbestandardisedandscientific.ItishopedthatthisstudywillprovideinputtotheEnglishvocabularyteachingofprimaryschool.

ChapterTwoDoubleReductionPolicy2.1BackgroundoftheDoubleReductionPolicySincethefoundingofthePeople'sRepublicofChina,theissueofhowtoreducestudents'excessiveacademicorclassroomburdenshasbeenaninescapabletopicinthefieldofeducationinChina,especiallyinthefieldofbasiceducation.Formorethan60years,theCentralCommitteeoftheCommunistPartyofChina(CPC),theStateCouncilandtheMinistryofEducationhaveissuedimportantinstructionsontheissueofreducingtheburdenofhomeworkandextra-curriculartrainingforstudentsincompulsoryeducation,startingwiththeInstructionoftheMinistryofEducationonReducingtheExcessiveBurdenofStudentsinprimaryschoolin1955andendingwiththeOpinionsonFurtherReducingtheBurdenofHomeworkandExtra-curricularTrainingforStudentsinCompulsoryEducationissuedbytheGeneralOfficeoftheCPCCentralCommitteeandtheGeneralOfficeoftheStateCouncilin2021(hereinafterreferredtoastheOpinions)..Somescholarshavesiftedthroughatotalof62policytextsonreducingtheburdenofprimaryandsecondaryschoolstudents,usingcentraladministrativeagenciesandnationalministriesandcommissionsasthemainbodyofpolicypromulgation,policiescloselyrelatedtoreducingtheburdenofschoolworkonprimaryandsecondaryschoolstudentsasthecontent,andprovinces,autonomousregionsandmunicipalitiesdirectlyundertheCentralGovernment(excludingthosetargetingspecificprovincesandmunicipalities)astheobjectsofpolicyimplementationacrossthecountry,withtheperiod1949-2018asthetimeframe.Ascanbeseen,theproblemoftheburdenonprimaryandsecondaryschoolstudentshaslongexistedandthestatehasalwaysattachedgreatimportancetoit,constantlyintroducingrelevantpoliciestoadjustandaddressit.Inrecentyears,againstthebackdropoftheincreasinglyprominentphenomenonof"internalisation",suchasexcessivetuitionoutsideschool,thetopicofreducingtheburdenhasonceagainemergedasamajorchallengetobesolvedinthedeepeningdevelopmentofChina'seducationreformintheformof"doublereduction".2.2OverviewoftheDoubleReductionPolicyTheOpinionsissuedinJuly2021,whileretainingandsuperimposingsomeofthecontentsofthepreviousdocuments,havemorenewfeaturesandchanges,andarestronger,richerinconnotationandmorediversifiedinsubjectmatterthanthepreviouspoliciesimplementedsincethefoundingofthePeople'sRepublicofChina,andhavebeenhailedasthe"comprehensivetreatmenttoreduceextracurricularburdens".Thisisthestageof"comprehensivetreatmenttoreduceextracurricularburdens".Theoriginalpolicyofgovernance:from"treatingthesymptomsbutnottherootcause"to"treatingboththesymptomsandtherootcause",whichwasusuallyissuedonlyaftertheproblemofoverburdenedstudentshadbecomeacommonphenomenoninsociety,isnotonlypassiveandlagging,butalsohasaThisisnotonlyreactiveandoutdated,butalsosuperficialinthatit"treatsthesymptomsbutnottherootcause".Forexample,inthe"MeasuresforReducingtheBurdensofPrimaryandSecondarySchoolStudents"("ThirtyArticlesforReducingBurdens"),whichwasintroducedattheendof2018andhasbeenhailedasthestrictest"orderforreducingburdens"inhistory,atthelevelofregulatingtheconductofschools","studywithconcentrationandefficiency,andnottobea^'brush-upmachine'";atthelevelofstrengtheninggovernmentmanagementandsupervision,itismentionedthat"parentsandsocietyshouldbeguidedtochangetheirmindset.Weshouldmakeeffortstoeliminatethe'rushculture','over-education','theatreeffect'andotherutilitarianphenomena".Despitethevividnessofthephrases"problem-solvingmachines","race-rushingculture"and"over-education",thephenomenatheyrepresentareonlysuperficial,notfundamental,representationsofstudents'academicburdens.Theonlywaytotackletherootoftheproblemistogettotherootoftheproblembyexploringthelogicbehindstudents'academicburdens.Theproblemofunbalancedsupplyofeducationalresourcesistherootoftheproblem,whiletheriseofeducationalprimaryschooltoselleducationalanxietyandincreasetheburdenofparentsandstudentsisthesurface;thelackofresourcesforhighereducation,thesinglewayofevaluatingtheentrancethresholdandthemarginalizationofvocationaleducationaretherootoftheproblem,whiletheone-sidedpursuitoftherateofadvancementinbasiceducationisthesurface;theincreasinggapbetweentherichandthepoorinsocietyandtheinfluenceoftraditionalconceptsaretherootoftheproblem,whilethealienationofeducationintheeducationprocessisthesurface.Inviewoftheurgency,persistenceandcomprehensivenessoftheproblemofreducingtheburden,theOpinionsoutlinethecontentoftheGeneralOfficeoftheMinistryofEducation's"Guidanceontheworkofafter-schoolservicesforprimaryandsecondaryschoolstudents",makingmoredetailedrequirementsonthetime,quality,channelsandscopeofafter-schoolservices;atthesametime,itinheritsandsupplementssomeoftheopinionsinthe"ThirtyArticlesonReducingBurdens".Forexample,inregulatingtheconductofschools,thegovernmenthasmadeanumberofrecommendations.Forexample,intermsofregulatingtheconductofschools,the"strictcontrolofthetotalamountofwrittenhomework"isspecifiedas"nowrittenhomeworkwillbeassignedinthefirstandsecondgradesofprimaryschools,andappropriateconsolidationexercisescanbearrangedinschool;theaveragetimeforcompletingwrittenhomeworkinthethirdtosixthgradesofprimaryschoolswillnotexceed60minutes,andtheaveragetimeforcompletingwrittenhomeworkinjuniorhighschoolswillnotexceed90minutes.Theaveragetimeforcompletingwrittenhomeworkinprimaryschoolisnomorethan60minutes,andtheaveragetimeforcompletingwrittenhomeworkinjuniorhighschoolisnomorethan90minutes.Notonlydotheyimprovethemeasurestodealwiththesurface,theyalsointroducehighlevelmeasuressuchas"promotingthequalityandbalanceddevelopmentofcompulsoryeducation","deepeningthereformofseniorsecondaryschooladmissions"and"improvingthemechanismofcollaborationbetweenfamilies,schoolsandcommunities".The"DoubleReductionPolicy"hasbeenintroducedtoaddresstherootoftheproblem.2.3PurposeofDoubleReductionPolicyInrecentyears,therehavebeenmanysocialphenomenacausedbyoverburdeningstudentswithhomework,suchas"primaryschoolstudentsworkinglateintothenight","secondaryschoolstudentsworkinglateintothemorning","parentstutoringtheirchildrenwithhomeworkThe'meltdown'",andsoon.Whatcausesstudentstodotoomuchhomeworkeveryday?Thereareusuallyfourreasonsforthis:firstly,teachersofvarioussubjectstrytoachievetheaimofstudentsspendingmoretimeonthesubjectstheyteachbyassigningalotofhomework;secondly,studentsconsolidateandreinforcetheirknowledgebyassigningalotofrepetitivecopyingtasks;thirdly,theyimposeeducationaldisciplinebyassigningmechanicalcopyingtasks;fourthly,asteachersassignhomeworkforthewholeclass,itisdifficultforstudentswithlimitedlearningabilityorweakself-controltodoso.Fourthly,asteacherssethomeworkforthewholeclass,studentswithlimitedlearningabilityorweakself-controltakemoretimetocompletethehomeworkthanotherstudents,andforstudentswithstronglearningability,thehomeworksetbyteachersmaynotbeenough.Insummary,studentsareoverburdenedwithhomework,whichischaracterisedbyanexcessiveamountofhomework,repetitiveandmechanicalcopying,andpoorlytargetedhomeworkassignments.Atpresent,accordingtotheOpinions,thereductionofhomeworkinschoolsischaracterisedby"reductioninquantity","improvementinquality"and"individuality".Intermsof"quantityreduction",teachersofallsubjectsineachschoolsectionhavecompressedtheamountofhomeworkinaccordancewiththeOpinions,andwhetherthetotalamountofhomeworkperday,perclassandpersubjectisinlinewiththedocumentcanbeviewedthroughthehome-schoolcommunicationonlineplatformortheschoolpublicannouncement.WhiletheimplementationoftheOpinionshasresultedinarapidresponsetothephenomenonofoverburdeningstudentswithhomework,thereisstillaneedtobealerttothepossibilityofnewproblemsarisingwhilereducingthehomeworkburdenonstudents.Forexample,somestudentsarestillyoungandhaveweakself-control,soitisdifficultforthemtocompletetheirstudytaskswithoutthe"externalforce"ofhomework;someparentsworkoutsidethehomeorhavearelativelylowlevelofeducation,andtheirdailydisciplineofchildrenismeasuredbythecompletionofhomework,sowhenhomeworkdoesnottakeuptheirchildren'stimeafterschool,parentsareproneto"nowaytoteach"theirchildren.Whenhomeworkdoesnottakeuptimeafterschool,parentsarepronetotheuncertaintyof"notbeingabletodoanything"and"notbeingabletodoanything"wheneducatingtheirchildren;however,alongwiththecontinuouspromotionofthedegreeofindividualisationofhomework,thereisariskthatthelearninggapbetweenstudentsinthesameclasswillincrease,thusfurtherincreasingtheteachingdifficultiesofteachers.Inadditiontotheabovereasons,theimbalanceineducationalresourcesandthedisparityinthestrengthofteachersinvariousschoolsaroundtheworldhaveledtounevenqualityofhomeworkdesign,whichalsoneedstobetakenseriously.Inthefinalanalysis,homeworkisonlyapartofteachingandlearningandplaysacomplementaryroletoit.Theproblemofoverloadisthereforeaddressed.Therefore,thesolutiontotheproblemofexcessivehomeworkisultimatelytoimprovethequalityofteachingandlearningintheclassroom.

ChapterThreeprimaryschool'EnglishvocabularyteachingBasedonDemandAnalysisTheoryundertheBackgroundofDoubleReduction3.1SurveyofEnglishCoursesinprimaryschool3.1.1PrinciplesofEnglishvocabularyteachingAccordingtostatistics,theEnglishvocabularyteachinginprimaryschoolsundertheguidanceofthevocabularyteachingRequirementshasimprovedinmanywayscomparedtothepast,mainlyinthefollowingways:Firstly,itencourages"studentsubjectivity"andplacesmoreemphasisonlisteningandspeakingskills.TheschoolhassetupanonlinelisteningclassforprimaryEnglishclasses,andhasstrengthenedthecorrespondingfinancialinvestmentandhardwareconstruction.Thirdly,thevocabularyteachingisdesignedtobeboth'instrumental'and'humanistic',withmoreattentionpaidtotheguidanceofculturalfactorsandthecultivationofhumanisticspirit.Asaresult,theprimaryschoolEnglishvocabularyteachinghasbeenimprovedinphases.3.1.2PurposeofEnglishvocabularyteachingAccordingtothevocabularyteachingRequirements,"TheaimofteachingEnglishinprimaryschoolsistodevelopstudents'abilitytoapplyEnglishingeneral,andlisteningandspeakingskillsinparticular,sothattheycancommunicateeffectivelyinEnglishintheirfuturestudies."Thevocabularyteachingobjectivesarethestartingpointandthereferencecoefficient,andifprimaryschoolfailtorefinethesecompetencyobjectivesandonlystatethemingeneralterms,thiswillinevitablyleadtoaseriesoflinksbetweenvocabularyteachingcontentandvocabularyteachingimplementationthatareill-positioned,emptyandgeneralised,andnotenforceable.Assomescholarshavecriticised,"theseobjectivesarerathergeneralandvague:whatkindoffuturelearning?Whatkindofwork?Whatkindofcommunication?Whatmeanstoachievethem?Noneofthemareclearlydefined".Inreality,thelackofdetailedvocabularyteachingobjectivesinprimaryschoolleavesteacherswithalotofroomformanoeuvre,butasvocabularyteachingimplementers,theyoftenfeelthattheyhavenothingtoaimatinthefaceofthesevagueobjectives,neitherdotheyfullyunderstandthe'ambitious'objectivessetbytheprimaryschoolabovethem,nordotheyfullyunderstandtheactualneedsofthestudentsbelowthem.Asaresult,theyhavetorelyontheirpersonalexperienceandjudgementtoimplementtheteachingandlearningobjectives,resultinginadriftingawayfromthem.Atthesametime,manystudentsfeelthattheseobjectivesaretoovague,donottakeintoaccounttheirinterestsandarefarfromadequatetomeettheneedsoftheircurrentprofessionalstudiesandfutureworkplaceEnglish,anddonotbenefitfromlearningEnglish,thusgreatlyreducingtheirsatisfactionandinterestinlearningEnglish.3.2ResearchMethodsandResearchIdeas3.2.1ResearchMethodsTheauthorfirstconductedinterviewswithteachersandparentstoanalysetheirsatisfactionwiththecourse,andthenadministeredaquestionnairetothestudentsassociatedwiththeseparentsandteachers,whichwasdesignedbytheauthorwithreferencetorelevantliterature.3.2.2ResearchIdeasTheobjectivesandprinciplesofteachingandlearning,asaprerequisiteforthedesignandimplementationofteachingandlearning,playamajorroleintheorganisationandarrangementofclassroomactivitiesandhaveadirectimpactonthesuccessorfailureofteachingandlearningoutcomes.Thecontentofteachingisthemainvehicleforteachingandlearningactivitiesasaconcretizationoftheteachingobjectives.Underthetraditionaleducationsystem,thedesign,determinationandimplementationofteachingobjectivesandcontentarecompletedaroundthegoalsoftheexamination-basededucationsystem.Theobjectivesofteachingandlearningactivitiesineducationandprimaryschoolunderdoublereductionarenotonlyknowledgeobjectives,butalsoemotionalobjectives,learningabilitydevelopmentobjectives,andstudentvaluedevelopmentobjectives.Therefore,theauthorwillanalysetheseaspectsofthestudents.

ChapterFourResultsandDiscussion4.1AnalysisofProblemsinEnglishvocabularyteachingThestatehastakenamacrolevelviewoftheoverallsituation,takingintoaccounttherequirementsoftoday'ssocietyforhumanresources,andhasformulatedrelevantdocumentsandsyllabusestosetouttherequirementsfortheEnglishvocabularyteachinginprimaryschool.Thisisreasonableandhassomescientificbasis.However,astheworldischanging,itisnotpossibletoreviseandimprovethesyllabusinatimelymanner,anditisdifficulttomeetthedemandsofadiversesituationandthevaryinglevelsofstudentsinprimaryschool.SchoolshavetosettheirprimaryandsecondaryEnglishcurriculaaccordingtonationaldocumentsandsyllabuses,usingroughlythesamevocabularyteachingcontentandmaterialstomeettheneedsofexaminationsandteaching,makingtheprimaryandsecondaryEnglishvocabularyteachingforprimaryschoolstudentslackingincharacter.Somecollegesandprimaryschoollackthedevelopmentofschool-basedcurriculaandthedevelopmentofschool-basedteachingmaterials.Forexample,theEnglishvocabularyteachingforprimaryandsecondaryschoolstudentsinforeignlanguageprimaryschoolisbasicallythesameasthatofothercomprehensiveprimaryschool,withouthighlightingtheirforeignlanguagecharacteristics.Afterthedoublereduction,thelackofteachersinsomeinstitutions,coupledwithexcessiveclasssizes,hasledtoadecreaseinteachingefficiencyandincreaseddifficultiesinclassroommanagementforteachers,especiallywhendealingwithprimaryandsecondaryschoolstudentswhohaveoutstandingpersonalitytraitsandaregenerallynotinterestedinEnglish.Primaryandsecondaryschoolstudentsareverydifferentcomparedtohighschoolstudentsinthattheyareactive,freethinkingandlessdisciplined.Inaddition,duetotheshortageofteachers,theincreaseinteachers'classroomtimeandthewidespreadphenomenonofinterdisciplinaryteaching,teachersareunabletoplantheirteachingfordifferentstudentsandpreparetheirlessonsonlyforthetextbook,butneglecttopreparefortheirstudents.4.2Teachers'ViewsonvocabularyteachingResearchMostteachersbelievethattheimplementationoftheEnglishvocabularyteachinginprimaryschoollacksconnotativedevelopmentandthattheteachingphilosophyisrelativelybackward.ThevocabularyteachingRequirementsemphasisethat"primaryschoolshouldmakefulluseofmultimediaandnetworktechnologiesandadoptnewteachingmodessothatteachingandlearningofEnglishcanbedevelopedinthedirectionofpersonalisedandindependentlearning,toacertainextentindependentoftimeandplace."InawaveofdoublereductioninEnglishteachinginprimaryschoolacrossthecountry,manyprimaryschoolhavetakentheplunge,investinginandbuildinginformationtechnologynetworkplatformsandnetworklaboratories,andofferingonlineEnglishclassesforstudents,inabidtochangetheoriginalprofessor-basedsingleclassroomteachingmodelandmakefulluseofmoderninformationtechnology.However,therealeffectisthatmanyteachershavenotyetchangedtheirteachingphilosophy,suchaschanging"teacherasthemainbody"to"studentasthemainbody";changing"skillinputasthemainbody"to"skilloutputasthemainbody"."Inaddition,teacherslackthenecessarytraininginmoderninformationtechnology,whichmakesonlineteachingaformalityanddoesnotrealizetheadvantagesofEnglishteachingbasedonmoderninformationtechnology.Inthe21stcentury,studentsareeagertotrythismoderntechnologytobringthemconvenience,efficiencyandautonomyinlearning,butwithonlyhardware,notargetedguidancefromteachers,andnodevelopmentofconnotativedesign,studentsarelessenthusiasticaboutonlinelearningandaretiredofdealingwithexamsandchecks.4.3StudentSatisfactionwiththevocabularyteachingAccordingtothequestionnairesurveyofthispaper,1)mostofthestudentsareinterestedinlearningEnglish.Morethan72%(156)ofthestudentschosetobeinterestedinlearningEnglish.58werenotinterestedinlearningEnglish.2)Thesurveyfoundthat121(about56%)chose"lessthan1hour"forEnglishlanguagelearning;65(30%)chose"1hour-2hours";25(12%)chose"2hours-3hours"."Only3peoplespent"morethan4hours"adayonEnglish.3)IntermsofEnglishproficiency:69(32%)werefailing;64(about30%)scored60-70;31(14%)scored70-80;13(6%)scored80-90;onlyonepersonscored90-100;36peoplechose"other".4)194people(90%)thoughtthatthemainreasonforstudyingEnglishwas"togethighmarks";26people(12%)chose"tostudyformyownhobby";only15people(7%)chose"tolaythefoundationforothercourses".Only15(7%)chose"tobuildafoundationforstudyingothercourses";75(35%)chose"tobuildafoundationforstudyingabroad";207(over96%)thoughtthatstudyingEnglishwould"helpthemfindagoodjobinthefuture";22(about10%)chose"forotherreasons".22(about10%)chose"other".(5)Thesurveyshowedthatonly10(5%)wereverysatisfiedwiththequalityofEnglishteachinginprimaryschools,112(52%)were"fairlysatisfied"withthequalityofEnglishteachinginprimaryschools,23(10%)were"dissatisfied"withthequalityofEnglishteachinginprimaryschools,7(3%)were"verydissatisfied"and62(29%)hadan"indifferent"attitudetowardsit.TheabovefindingsreflectthecurrentlowlevelofEnglishinourprimaryschoolinstitutions.AlthoughmoststudentsareinterestedinlearningEnglish,somestudentsaredissatisfiedwiththequalityofEnglishteachinginprimaryschoolsduetothelackofattentionpaidtoEnglishteaching,thelackofacomprehensiveEnglishvocabularyteachinginprimaryschools,thelackofteachers,theoutdatedanddifficultteachingmaterials,thesingleteachingmethod,andtheinfluenceofstudents'ownpersonalityandbehaviouralhabits.4.4Parents'SatisfactionwiththevocabularyteachingAccordingtotheinterviews,parents'"three-and-a-halfhourproblem"hasbeensolved."Thethree-and-a-halfhourproblem"isasocialproblemthathasarisenatacertainstageofChina'seconomic,socialandeducationaldevelopment,plaguingfamilies,schoolsandthegovernment.Inresponsetothisproblem,localauthoritieshaveactivelyexploredtheimplementationofafter-schoolservicesandissuedcorrespondingregulationstolinktheendofafter-schoolserviceswithnormallocalclosinghours,whichhaseffectivelyalleviatedparents'anxietyaboutpickingupanddroppingoff.Secondly,students'physicalandmentalhealthandoveralldevelopmenthavebeensignificantlyenhanced.Byactivelyimplementingafter-schoolservices,studentscanbettercompletetheirhomeworkundertheguidanceofteachersandparticipateinavarietyofactivitiessuchassportsandarts.Thiseffectivelyreducestheacademicburdenofstudentsandenablesthemtoexercisetheirbodies,enrichtheirminds,anddeveloptheirmoral,intellectual,physical,socialandaestheticabilities.However,acollaborativeeducationmechanismbetweenfamilies,schoolsandthecommunityhasnotyetbeeneffectivelyestablished.Insomeareasandschools,theimplementationofafter-schoolservicesiscarriedoutbyasinglebody,andlessconsiderationisgiventomotivatingandmobilisingparents,andlesssocialforcesareintroducedtoparticipateinafter-schoolservices.Basedontheanalysisofthefindingsabove,thevarioustutoringinstitutions,itisevidentthattheyattachsufficientimportancetoEnglisheducation.However,theyfailtocombinetheinstitution'sowncharacteristicstosetthecoursecontent,whichIbelieveisanareaforimprovement.Forexample,theinstitutionscanmakeuseoftheirownstrengths,withtheirrichEnglishlearningresourcesandwell-establishedteachers,tocreateagoodEnglishlearningatmosphereforstudents.Thecontentofthefollow-upcoursesshouldalsobesetinrelationtothecharacteristicsofthestudents,suchastheappreciationoforiginaldramasinfilmandtelevisionandEnglishhostingforprimaryschool.Duringtheinterviews,Englishteachersgenerallyreportedthatprimaryandsecondaryschoolstudentswerenotverymotivatedtolearninclass,andthatonlyafewstudentswereinterestedinansweringquestionsposedbytheteacher,whiletherestofthestudentswereeitherdoingsomethingunrelatedtotheirstudiesordisruptingtheclass.Teachers'classroommanagementneedstobeimproved,andthefunnatureofEnglishlearningneedstobeenhanced.Intermsofthecompletionofhomeworkafterclass,mostprimaryschoolstudentslackedself-awarenessandcopyingofhomeworkwasmorecommon,exceptforasmallnumberofstudentswhoweremotivatedtocompletetheirhomework.Theresultsofthequestionnairesurveyalsoshowthatatpresent,althoughprimaryschoolstudentshavesomeunderstandingoftheEnglishvocabularyteaching.Studentshaveexpressedtheirexpectationsaboutthelength,type,contentandmannerinwhichfollow-upcoursesshouldbeoffered.Thehighdemandsofsomestudents'ownneedshavele