A Study On English Classroom Learning Behavior Of Junior High School Students With Learning Difficulties

This thesis investigated the English classroom learning behavior of junior high school students with learning difficulties. A questionnaire of classroom learning behavior has been surveyed with 274 participants, students in one junior high school from grade six to grade nine, in order to ascertain if there are any significant differences of classroom learning behaviors between those who have difficulties in learning English and those who haven't. Within those who are rated by classroom teachers as below 10 percent in academic skills, two of them were randomly selected to receive nature classroom behavior observation. And an open interview with the two students and their English teachers were held at the end of observation.This thesis is divided into five parts. Part one consists of four sections, in which the aim, significance, methods, some terms and the structure of the thesis are particularly introduced. Part two presents the history and status concerning learning difficulties and classroom learning behavior. Part three focuses on the analysis of the questionnaire. Part four intends to discuss two case studies of students with learning difficulties on what happens in the classroom. While part five can be considered as the complement of the research, which discusses the conclusion of the research and the implications of English teaching. The level of English grades has a significant positive correlation with classroom learning behavior; the positive behaviors of students who have learning difficulties are moment while their negative behaviors are comparatively durative; and girl's grades and learning behaviors are superior to those of boys. It is also argued that future research should include longer observation and experiments across a wide grade range.