The Phenomenological Study On Study On Students’ English Learning Difficulty Of Class M Grade Six From N Elementary School

This paper intends to pay attention to primary school students’ English learningdifficulty with the perspective of phenomenological pedagogy. What kind of problemdo they have, how do they feel about it? Why so? What do they think when they striveto conquer these difficulties but can’t find the right way? Will these feelings exert adirect or indirect influence on their future development? To deeply understand thesequestions, this paper chose one class from Primary school of N and picked4studentswho have English learning disabilities as a case by questionnaire survey, thenobserved and interviewed these4students. With the attitude of backing to thingsthemselves, it starts from and focuses on the real feelings of pupils’ learning processand represents their learning difficulties truly.Phenomenological Pedagogy is a kind of new study orientation raised byresearchers who are dissatisfied with the overwhelming use of the methodology ofnatural science, neglecting the real life of education and splitting research and practice.By returning to pupils’ living lives and reflecting on their living lives, this paperdescribes primary school students’ true feelings of English learning. Now that theperspective of Phenomenological Pedagogy is put to use, what need to do is to ask“what kind of difficulties do they have?” there are several aspects: English knowledgelearning disabilities, English skill learning disabilities and English learning attitudedisabilities. This research shows that student’s English learning difficulties lie inwords recitation, pronunciation, and grammar and text comprehension. They can’tlisten, speak, read and write English correctly. They are desperate, feel helpless andfull of resentment. All these extremely affect their English learning confidence; what’smore, by analyzing the first-hand material, the influencing factors are raised: school,parents and students themselves.By deeply studying pupils’ English learning disabilities, this research endeavorsto arouse English educators’ introspection: how to improve English teaching and howto encourage their English learning. Besides, this study tries to consider students’emotion, every student is special, they are living in the real word and they have theirown thinking, so if they are respected, the relations between students and teachers willbe more harmonious and will be beneficial to teaching.