Causes Of English Learning Difficulties In Senior High School Students And Corresponding Transformation Strategies

The issue about students with learning difficulties is a common problem faced by English teachers in senior high schools,and its current situation is worrying.Because the existence of students with English learning difficulties not only affects the overall teaching effect,but also may affect the long-term development of students themselves and the quality of education and teaching.This shows that it is very important to help the students with English learning difficulties in senior high schools succeed in transformation.Therefore,this thesis chooses the theme of “causes of English learning difficulties in senior high school students and corresponding transformation strategies”.The main research question in this thesis is what are the main factors in the formation of senior high school students with learning difficulties and what kind of transformation strategies should be adopted.In the research of this topic,under the guidance of pedagogical and psychological teaching theories,such as mastery learning theory,recent development zone theory,second language acquisition theory and so on,and with the comprehensive use of specific research tools or means,such as questionnaire survey,interview,case study and so on,taking Guangdong B high school as an example,this thesis first makes an investigation and analysis of the students with English learning difficulties in senior high schools,so as to explore the causes of students with English learning difficulties in senior high schools.The result of the study shows that the main factors are as follows: Poor learning motivation,weak learning interest,poor learning attitude,weak learning will,lack of learning strategies,poor self-efficacy and other internal causes;the “whole class teaching method”,the difficult teaching material,lack of family education and other external factors.Then,in view of the above causes,Guangdong B high school has carried out the practice of stratified teaching among students with learning difficulties by changing the teaching methods,using different teaching materials,different test contents and different evaluation methods.Through classroom observation and interview,it can be found that the learning enthusiasm of the students with learning difficulties in the Sprint Class of B high school has been significantly improved,and the overall English performance of the Sprint Class has also been greatly improved.This shows that the Stratified teaching model is helpful to promote the transformation of the students with English learning difficulties in senior high school.Through the discussion and analysis,the research results are as follows: first of all,the formation of the students with English learning difficulties in senior high schools is the product of the comprehensive effect of the internal factors of students,parents,teachers and schools,and the causes are diversified.Secondly,the transformation of the students with English learning difficulties in senior high school can be started from teachers,parents and other aspects.Stratified teaching,after-school individual counseling,and home school cooperation with parents’ participation are effective strategies to transform the students with English learning difficulties in senior high schools.