A Study On The Affective Factors Of Students With Learning Disability In English In Senior High Schools And The Countermeasures

Due to various reasons, high school students with learning difficulty inEnglish exist at present, which not only has a negative impact on the students’current and future life, but also seriously restricts the rapid development ofChina’s education. Studying and transforming high school students withlearning disability in English is an important issue to fully implement theeducation policy, and comprehensively improve the quality of students.Language teaching should be based on students’ mental activity, combinecognition and emotion, and try to integrate learning skills, process andmethods, affective attitudes and values organically. The educational system inour country is set up mostly under the guidance of science. In senior highschools the teachers tend to take cognitive factors seriously but neglectaffective factors. Some teachers lack necessary affective elements and ignorethe cultivation of students’ humanistic qualities. Teachers can study theemotional factors in learning English to try to eliminate the negative emotionsof students with learning difficulties, cultivate their positive emotions, makethe students with learning difficulties learn multi-directional communication,cooperation and discussion, establish harmonious relationship betweenteachers and students. Thus the teachers can make each student with learningdifficulty experience success in a relaxed and harmonious environment,contributing to the continuous optimization of their learning methods andcontinuously improve academic performance, and then it will be effective fortransforming the students with learning difficulties.The purpose of this thesis is to identify the English affective factors ofstudents with learning disability, put forward educational measures from thepoint of view of affect,develop their good learning motivation, interest inlearning, study habits and learning methods，help them improve their English academic performance, enhance their learning confidence, and form thelife-long learning ability.I first conducted a literature study, and then made a literature about theaffective characteristics of students who have difficulty in English learning.Based on domestic and foreign study and in the form of survey, the essaycompares the differences between the affective characteristics of the studentswho have difficulty in learning English and those students who are good atEnglish learning. The study found that negative emotions do affect the effectof foreign language learning. In students’ English learning, there are manynegative emotions, the causes are also complex. Based on the results of thequestionnaires, interviews and classroom observations, the study shows thatmost LD students have some negative affective factors, such as, lack of theinterests and motivation, less self-confidence, disharmonious relationshipwith the teachers and so on. In the further investigation I find these negativeaffects are caused by the students themselves, the teachers or unsuitablefamily education methods. Based on the analysis of the emotionalcharacteristics of students with learning difficulties and the discussion ofcauses of negative emotional characteristics, I propose the correspondingcountermeasures by studying the results of previous studies and my ownteaching practice.In short, emotional factors play an important role in high school foreignlanguage teaching and learning, especially for students with learningdifficulties in English. Teachers should put emotional factors into teaching. InEnglish teaching, establishing emotion as a premise, putting emotioneducation into it, and eliminating negative emotions, will not only accomplishthe teaching aim smoothly, but also be conducive to the comprehensive andharmonious development of the student’s personality. Therefore, it is animportant task to unify the aim of emotion and cognition, to coordinateactivities of emotion and cognition.