The Affective Characteristics Of The High School Under-achievers In English Learning And The Educational Strategies

It is a common phenomenon that students have difficulty in learning, which disturbs the development of global education and education efficiency. Many educators and scholars have done a huge amount of research on the students who have difficulty in learning from various angles and have arrived at many important conclusions. The problem of the students who have difficulty in learning English, as a part of the problem of the students who have difficulty in learning has drown more and more people's attention.The purpose of the research in this essay is to have an idea of these students'affective characteristics and then propose the relative education countermeasures. The research aims to help them improve the students' English by arousing their interest and motivation in learning English and building up confidence. Besides, they will have the ability to continue their lifelong learning.Based on domestic and foreign study and in the form of survey, the essay compares the differences between the affective characteristics of the students who have difficulty in learning English and those of the students who are good at English learning and draws the conclusion that the affective characteristics of the students who have difficulty in learning English obviously are negative in the course of learning. I have analyzed the cause of the negative affective characteristics of the students and proposed some countermeasures aiming at that problem.The essay contains 4 chapters. The first chapter is the introduction, introducing the background, purpose and meaning of the study and definiting some concepts. The content and method of the research are also introduced in this part. The second chapter involves the theoretical basis and relative researches. The home and abroad study of the affective characteristics of the students who have trouble in learning, especially in learning Foreign languages and theoretical basis of the research are focused in this chapter. The third chapter is about the survey and the analysis of the affective characteristics of the students who have difficulty in learning English. I have compared the differences between the affective characteristics of the students who have difficulty in learning English and those of the students who are good at English learning in the method of survey and draws the conclusion that the affective characteristics of the students who have difficulty in learning English obviously are negative in the course of learning. The cause of the negative affective characteristics is further analyzed here. In the forth chapter, some countermeasures are proposed to cultivate students' positive affective characteristics from the practical viewpoint. The last part is the conclusion, in which I reflect the deficiency of the research.