An Analysis Of The Types Of Senior High School Students With Learning Difficulties In English And Transformation Strategies

In the 21st century of economic globalization, we must absorb the outstanding achievements in the world and expand international exchanges and cooperation to develop economy and society of our country. Therefore, it is very important to master a general language in the world—English. The number of Senior High School students with learning difficulties in English is larger and larger for all kinds of reasons, which troubles the development of national education, affects the benefit of education, even causes the social problems of juvenile delinquency and using drugs and restricts the national economic development. Senior High School students with learning difficulties in English refer to the ones with normal intelligence, whose knowledge, abilities, habits, methods and the integration of the elements above deviate from the established customs and it leads to low learning efficiency and failing to meet requirements that Curriculum Standards set in English learning of Senior High School for some reasons. The issue of the students with learning difficulties in English is concerned by the specialists and scholars in education. However, from a given subject—English aspect, the empirical research is rarely seen. Most of them remain at the awareness level. So the empirical research on types and transformation strategies of the students with learning difficulties in English is both inevitable and necessary.By the research of the students with learning difficulties at home and abroad and the theory of educational psychology, a questionnaire survey of Senior High School students with learning difficulties in English and excellent students and interviews were done and the causes of the students with learning difficulties in English were found out by comparing and analysis. In accordance with the leading factors, the students with learning difficulties in English are divided into four types. Some attempts have been made by means of a case study which stresses the cultivation of nonintellectual factors of students and some transformation strategies were put forward.The full thesis is structured as follows: Introduction elaborates the reasons and necessity of writing this thesis. Chapter One introduces the theoretical basis of the research and survey of the students with learning difficulties in English at home and abroad and tells about the definition of Senior High School students with learning difficulties in English. Chapter Two introduces the objects, subjects, methods and process of the research and classification and analysis of the findings. According to the findings and the leading factors of causing learning difficulties in English, Senior High School students with learning difficulties in English are divided into four types. In the process of studying, the methods of document research, questionnaire survey, interview, classroom observation and tests are adopted. Chapter Three comes up with the transformation strategies based on different types of the students with learning difficulties in English. Chapter Four sums up the main results of empirical research on Senior High School students with learning difficulties in English: Boring class teaching; failing to teach students according to their aptitude in teaching; failing to help them patiently, chronically in time. It also concludes the enlightenments on English teaching: Cultivating learning interest of students with learning difficulties is the key to transform them; Strengthening the achievement motivation of students with learning difficulties is an importing and urgent task; teaching students according to their aptitude is a must; We must instruct their learning methods and reinforce learning strategy training. Conclusion points out the limitations of research and the future prospect.