On The Low English Proficiency Of Senior-Three Students In Rural Senior Middle Schools Of Xichong County

English is one of the most common languages in the world. With the frequent foreign economic and cultural exchanges, the importance of English is more prominent. English is already a necessary communication tool in workplace, social contact and cultural exchange. Elementary, middle schools and universities have offered English courses, even some kindergartens in some places have offered English course. It's evident to see the importance of English.Although much more attention is paid by English teacher and students, the result of English teaching and learning is not satisfactory. Students'English proficiency is low. This phenomenon is much more prominent in schools of rural district. This research examines the reasons for (senior 3) students'low proficiency in English in rural senior middle schools of Xichong County.Possible factors contributing to this problem are presumed, such as English teacher's inappropriate roles during teaching, inharmonious teacher-student relation, teacher's poor language proficiency, teacher's ineffective teaching methods, students'inappropriate motivation and attitude, inappropriate teaching materials and students'lacking exposure to English. Teacher, student and textbook constitute the basic elements of classroom English teaching and learning. As a result, students'English proficiency is strongly influenced by these three factors. So the three factors constitute the whole conceptual framework. In the part of conceptual framework and literature review, the author takes an in-depth look at English teacher's roles during language teaching. The role of controller, assessor, organizer, participant and consultant are explained one by one. Furthermore, various teaching methods are involved, which includes grammar translation method, direct method, situational method, audio-lingual method, communicative language teaching and task-based teaching .At the same time, author states the factors at students'side which affect their English learning. For example, the function of the first language in FLL, learning style, attitude and motivation and so on. Textbook and its'material adaptation are also involved.The questionnaire methodology is applied in this research, and has been used to investigate and find the reasons for this problem. Finally, recommendations are put forward regarding the following aspects: balancing English teacher's roles according to different tasks and time in teaching, showing mutual respect to improve teacher-student relation, improving the language proficiency and the abilities of the English teachers, adopting multi-teaching methods and strategies to make English teaching effective, activating classroom atmosphere and students'interest to change students'motivation and attitude, adapting textbook and integrating learning material, and letting students have more exposure to English.