High School English Students With Learning Difficulties To The Study Of Self-efficacy

Incapacity in learning is a universal problem in elementary education. Weak-learners are a particular group, who have their unique characteristics, especially in their own self-consciousness. Consequently adequate attention should be focused on them in accordance with the quality education. Teachers should shoulder the responsibility to assist them in comprehending learning process and their own learning capacity. Meanwhile teachers should endow them with an appropriate attitude towards their setbacks in learning and introduce effective strategies to aid them in solving those problems. Part of the senior middle school students are confronted with serious problems with English learning. Therefore teachers should further investigate the specific problems at some stage of language learning and strive to seek effective solutions to them. Obviously, it's absolutely imperative that teachers assist English weak-learners to actively participate in the language learning activities, build up self-esteem and greatly promote their self-efficacy, which is supposed to raise their academic scores.Referring to some relevant theories, including the Theory of Self-efficacy, the Theory of Motivation and Attribution , the Humanistic Theory and the Theory of Cooperative Learning , the thesis studies the relationship between academic scores and learning self-efficacy, investigates English weak-learners' learning situation and evaluates their self-efficacy with senior middle school students who are weak in learning English as targets . With the assistance of the Questionnaire of Middle School Students' English Learning Self-efficacy and the Questionnaire of Middle School Students' English Learning Situation, the author discovers the following facts: In the very beginning, there are no apparent differences in self-efficacy between English weak-learners and competent learners despite a gap between their academic scores. In Grade Two or Three, there are noticeable changes. Self-efficacy of competent learners improves a lot, leading to the enlargement of the gap between weak-learners' academic scores and those of competent learners. Weak-learners' self-efficacy decreases rapidly while competent learners' self-efficacy increases a lot. Besides, there is no big difference between male and female self-efficacy in competent learners while in weak learners, male self-efficacy differs greatly from that of female. Therefore, Grade Two is the critical period of the whole senior middle school language education. Through training weak-learners in Grade two for a period of term, the author compares the self-efficacy of the students in controlled classes with that of the students in consulted classes , reaching the conclusion that weak-learners' self-efficacy is largely associated with their academic scores and it can be ameliorated by training and simultaneously their academic scores are increased as well.