A Study Of Learning Obstacles And Countermeasures In Middle School Students' English Learning

Learning obstacle is learning disability with various causes. It has been a research topic in such research areas as medical science, physiology and education.It has been over 100 years since educationalist Mr. Samuel Alexander Kirk brought up the concept of learning obstacle in 1896. In China, research in this area started from the end of 1980s and has been gaining more and more Chinese educators' attention. Progress has been made chiefly in studying middle school students' learning ability. This thesis, however, concentrates on studying the causes of middle school students' learning obstacles and countermeasures.Based on the existing theories, and after my survey on 125 students who have difficulty in learning English in Danyang Yunyang Middle School and No. 3 Middle School, I have concluded that learning obstacles fall into three types: psychological obstacles, behavior obstacles and subject obstacles. Psychological obstacles include will--power obstacles and emotion obstacles; Behavior obstacles include learning habit obstacles, learning interest obstacles and learning style obstacles. Subject obstacles include cross-cultural communication obstacles, language environment obstacles and teacher resources obstacles. Those three kinds of obstacles normally occur in all students with different degrees of influence. Psychological obstacles are mainly caused by the students' mentality. Subject obstacles are mainly caused by the external environment. Behavior obstacles are mainly caused by misunderstanding between students and teachers. To solve these problems, we need to consider both the internal and external factors, taking into consideration both teaching and learning.After categorizing the main types of learning obstacles, I go on to analyze the causes and performances of each learning obstacle, which will offer evidence to correct those obstacles. It is very important to build a harmonious relationship between teachers and students so as to help the students develop self-confidence. This process will also help the teachers to better themselves and strengthen the communication between students and teachers.