The Affective Characteristics Of Students With Learning Disability In English In High School And The Educational Strategies

English as an international language has shown its more and more dominating position in the world and thus a useful tool for people in the world to communicate with one another, more and more people are learning English. And at the same time, English is paid much more attention by teachers and parents as a major subject in high schools.Though English education in China has made great success, there are still some problems with the present English teaching in high schools. For instance, the number of students with English learning disabilities in high school is more than it in middle schools, most of English teachers pay undue attention to the development of cognitive capabilities but ignore students affect characteristics in teaching and learning, due to the great pressure from entrance examination for university, the teachers pay much attention on the good students rather than those with learning disabilities(LDs) and so on. All of these not only affect the development of the students with learning disabilities but also influence the development of national education. The problem of how to transform the English LDs has drawn the researchers attention and become a focus of the research.Based on the Affective Filter Hypothesis and Humanistic approaches, the essay compares the affective factors between the students with learning disabilities in English and the good students in the form of a questionnaire, aims to find out what the affective character of the students with learning disabilities is and what affective factors set the students with learning disabilities back in their English learning. Through the analysis of the questionnaire, the author tries to provide some implications for high school teachers to transform the English LDs in the teaching procedure. 117 students responded to the questionnaire and four typical students were interviewed.Data were collected and were analyzed by using SPSS software. The results showed that the students with learning disabilities obviously have the negative affect, such as,lack of interest and motivation, lack of self-esteem. The findings indicate that the affective situation of students with learning disabilities is different from that of the students with good performance, and the negative affective factors are the main reason that influences the English learning disabilities.Based on the findings, the implications can be drawn as follows: 1) The teachers should try their best to stimulate and cultivate the students interest in English. 2) The teachers should help the students to build self-esteem. 3) The good relationship should be established in the English classroom between teachers and students. 4) The teachers should try their best to reduce the students anxiety.