A Study On Learning Disability Of Rural Junior Middle School Students' English Learning

Learning disability has been a research topic in such research areas as medical science, psychology and education. With the deepening of education reform and the raising consciousness of scientific research, more and more educators have been devoting themselves to this topic. Throughout the study of Chinese scholars in English learning disabilities, there are a lot of fruitful results, while few of them concentrates on studying the learning disability of rural junior middle school students' English learning.Based on the existing affective filter hypothesis, attribution theory and constructivist learning theory, the present author selected 212 students and 4 English teachers from Li Jia Cha Junior Middle School as the research object, investigated and analyzed the situation of students' English learning and teachers' teaching, trying to know the specific English learning disabilities of students in rural junior middle school, to find out the causes and finally to put forward some corresponding suggestions.The findings of the study are based on the questionnaire data analyzed by Excel software and the interview results. English learning disabilities of rural junior middle school students fall into three types: affection disability, behavior disability and subject disability. Affection disability includes the lack of confidence and interest, unilateral learning motivation, and poor learning initiative; behavior disability performs as the lack of good learning habits and scientific methods; subject disability mainly includes the influence of learning environment, teachers' influence on students and students' difficulty in English knowledge and skills. Students' English learning disabilities of rural junior middle are caused by both internal and external factors, among which, anxiety, incorrect attribution are internal factors, and discordant relationship between teachers and students,the supervision and inspection from parents and teachers, lack of good language learning environment, lack of teacher resources and low educational level of parents are external factors.On the basis of the above research, this paper puts forward corresponding suggestions. From the aspect of affection disability, it is important to help students to reduce anxiety, to stimulate students' learning motivation, to attach importance to emotional education and to establish a harmonious relationship between students and teachers. From the aspect of behavior disability, the key point is to cultivate students' good learning habits. Besides, English teachers should also teach students methods and skills while teaching knowledge. At last, from the aspect of subject disability, it is important to optimize language learning environment, to enhance English teachers' professional quality; relevant departments should increase investment in education and pay more attention to the development of rural English education.Learning disability is general among students in rural junior middle school, so students themselves, their parents, teachers, schools and education departments should pay high attention to this problem and help students to be all round people.