The Study On The Problems And Strategies Of Attribution Tendencies Of Students With English Learning Difficulties On Academic Achievement In Middle School Of Inner Xin Jiang In Kashgar

In the class of inner Xinjiang, there are relatively lots of students in addition to the constraint of fixed teaching tasks and limited teaching time of a class, making a English teacher not take all students into account. Most students will go to the senior high schools in mainland.The teaching progress is fast and teachers speak in English in class. Therefore, in order to make them adapt themselves to the English teaching and improve the whole quality of English teaching, English teachers should pay attention to the transformation of these students.The unsuccessful learning results of the students with learning difficulties are influenced by all kinds of factors, such as intelligence, emotions and so on. However, it is especially significant how they explain these unexpected resultsNot only does the Attribution have an impact on the the reflect and re-recognition of an individuality, but it also contributes to the motive force of following action. Studies show that it will generate positive or negative influence on the emotion, the expectation on the success of following study, persistence of completing tasks and learning motivation, all of which rest on how students treat their learning results and how to analyze them.Nevertheless, most students with learning difficulties cannot explain the failure of their study appropriately because of lacking in the positive guide of attribution, eventually trapped in a dilemma. After suffering the strike of failure again and again, they are beset by frustrations which breed pessimistic emotion,intensify self-abased feeling,make them distrust their abilities and wrap them in the situation of losing confidence and anxiety.This paper consists of five parts. The first part is based on the study on the students with learning difficulties and attribution theory at home and abroad so as to have an acquaintance with the trends of both in recent years. The research design is distributed in the second part, including the subject, tools and methods, the procedure,the arrangement and analysis of data. The third part shows the research and the results, mainly by means of questionnaire survey and interview to analyze the attribution tendency of students with learning difficulties and to explore the influencing factors. The development of the fourth part concentrates on the successful transformation on the attribution tendency of K student to illustrate the actual effect of attributiontendency on the grades. According to the previous four parts, the final one is to sum up to get the relevant strategies for the purpose of providing beneficial methods on the English teaching in junior high school.