Psychological Causes Survey And Intervention Research Of Junior Middle School Students With Learning Difficulties In English

English as the most widely used language plays a vital position in the entranceexamination in China. More and more educators and parents focus on the learning ofEnglish. Nowadays, the requirement of people with high level English increasegradually, but during the compulsory education stage, the number of students who hasdifficulties in learning English climbs up quickly, and it occupies8%-12%of studentsin Middle School. Therefore, how to help students learn English much easier is achallenge for educators to conquer.In order to find out some solution to conquer the big challenge, based on theexisting research and with support of MILD, we launched a six-month interventionresearch about the student who has difficulties of learning English in a middle school(grade one), in Xingtai Hebei province.The first, It emphasis on general situation of the research of difficulties in Englishlearning, definition and analysis of causes of difficulties in English learning, as well asthe psychological characteristics, etc. It mainly introduces the theory of humanism,constructivism theory, These theories are the basis of this study.We applied raven’s testof intelligence, test of PRS and the AAT measurement tools to select subjects, and totest the learning adaptability of the students with some difficulties of learning Englishand analysis of test data processing. According to the analyzed data of learningadaptability, we can find some the possible points which may cause some difficulties toinfluence students’ English learning from the learning attitude, learning technology,comparative analysis, the learning environment and psychosomatic health. Based on theresult of possible causing points, the poor students of English learning are divided intointervention group and controlled group and each group includes14students. With theapplied intervention system of MILD, we start a six-month intervention practiceresearch and then compared and analyze the results. And the last part is the specialintervention case study. We selected two poor students of English learning and helpedthem to overcome those difficulties of learning English by understanding their learningsituation and taking targeted measures. The main conclusions were as follows:According to analyzing the result of AAT measurement tools, the researcher findsthat the content of the scales and subscales are lower in the ranked distribution ofstudents with learning difficulties in English than national norm. In particular,learningplan, learning enthusiasm and listening methods in class are main psychological causesof learning difficulties. In the intervention practice research, students’ English leveland learning adaptability in treatment group is improved than that in the control group.In the special intervention case study, these two students with learning difficulties makegreat progress in learning adaptability than before. With efforts of family, school andsociety, the use of MILD can provide help to junior middle school students withlearning difficulties in English.