Causal Analysis Of And Transformational Strategies For Senior High School Students With English Learning Difficulties

English is one of the most important and widely used languages in the world. Over 70 percent of E-mails are written in English, 60 percent of radio programs all over the world are broadcast in English, and 80 percent of international conferences are held by speaking in English. Due to its great importance, almost all students have to study English as a major subject. However, there are a lot of students who are afraid of studying English, and they cannot get good academic record in the examination. Gradually, they will lose their confidence in learning English and eventually give up English learning. This kind of students are called the “students with learning difficulties”.Take Qinghai Health College, Xining, where I took my teaching practice as an example, there are more than 5000 students. Nearly 35% of them are students with English learning difficulties. The author did the research among 129 representative students with English learning difficulties in the College. After questionnaires and interviews, I collected the data of students with learning difficulties and analyzed it.This thesis, based on Constructivism, three “Laws of Learning”, and Attribution Theory, tries to find out the causes of students with English learning difficulties in the Qinghai Health College. The result of questionnaires shows that the causes of students with learning difficulties and the reasons are as follows; the internal causes include learning attitude, learning motivation, learning methods, learning willpower, intelligent factors and non-intelligent factors; the external causes include social factors, school factors, family factors and education materials factors.According to the causal analysis and characteristics analysis, the present research offers the following strategies to help those students with English learning difficulties: 1. Teachers should stimulate students’ learning motivation; 2. Teachers should teach learning methods to students; 3. Teachers should strengthen students’ learning ability; 4. Teachers should cultivate students’ strong willpower; 5. Teachers should guide students to attribute correctly; 6. Teachers should change their attitude; 7. Teachers should adopt graded teaching method; 8. Teachers should focus on students’ emotions; 9. Teachers should improve their quality; 10. Parents should actively participate in education.This thesis has six chapters. Chapter 1 is introduction. It includes the research background, research significance, research supposition and the structure of the thesis. Chapter 2 is the literature review of the thesis. It chiefly presents the theories of Constructivism, three “Laws of Learning” and Attribution which will be applied in the thesis. It also provides some relevant studies both at home and aboard. Chapter 3 is a description of the author’s teaching practice in the Qinghai Health College. It includes the research questions, the research subjects, the research tools and the research methods. I designed the procedures of the practice and the instruments which are used to collect data. From the practice, I collected some relevant information and then analyzed it. In chapter 4 I make a discussion of the questionnaires and the interview and analyzes the data, from which I found out the causes resulting in English learning difficulties. In chapter 5 I elaborately present the transformation strategies. Chapter 6 is a conclusion of the whole thesis, which covers the major findings and the limitations of the study, and recommendations for future study.