A Study On The Affective Factors Of Students With English Learning Difficulties In Urban High Schools

With the development of economic globalization and the integration of the world,English is becoming more and more important.No doubt that English is one of the world's most widely used languages and it also makes up a big percentage in the college entrance examination.However,the situation of English study in senior high school is far from satisfactory: the teachers regards the grade as the only standard in the students' evaluation.In order to pass the exam,more and more students are increasingly forced to learn English.As a result,many students lose interest in English gradually and get tired of learning it.What's more,some even give it up.It is evident that English teaching is developing in the two extremity directions,and the number of the students who have English learning difficulties is rising.High school students with learning difficulties in English exist at present,especially in the urban high schools.Due to the teaching environment,infrastructure and other factors,students with learning difficulties in English are mostly distributed in urban high school,where students with English learning difficulties have become a group that should not be ignored,and they have seriously affected the overall development of English subject.If they can not get timely and effective help,their learning motivation will be greatly affected.What's worse,they may eventually give up the school work.It not only has a negative impact on the students' current and future life,but also seriously restricts the overall improvement of China's education.As a consequence,studying and transforming high school students with learning difficulties in English is in great need.The teaching activity is special,and the students as the main part participating in teaching activities is the biggest characteristic.People have feelings and affective factors are involved in the learning process,and on some condition they will promote or hinder the learning process,so do not ignore them.Paying attention to the development and cultivation of the students' affective factors is the requirement of elementary education curriculum reform.The affective factors' effects on the students with English learning difficulties include two aspects.School,family,social and other non-intelligence factors belong to the external affective factors;and internal emotional factors mainly refer to the motivation,interest,emotion,willpower and personality caused by the students.Language teaching should be based on students' mentalactivity,combine cognition and emotion.During the teaching process,the teachers tend to take cognitive factors seriously but neglect affective education.Therefore in the process of education,not only the teaching should start from the needs of the students,view the students as the center but also teachers should be aware that students' learning motivation,interest,willpower,self-confidence also have an effect on learning results,therefore,the teachers should pay more attention to the cultivation of student's affective education.The author attempts to apply affective factors to English teaching practice,and studies the120 students coming from class10 and class 22 in No 1 Senior High School for two years.The author compares and studies the differences between the students who have difficulty in learning English and those who are good at English learning by the questionnaire,teaching observation and face to face interview.What's more,the author also compares their different affective attitudes in learning English,at the same time makes the corresponding records.After analyzing,the author finds that the affective factors is an important factor affecting the English learning,that is to say,the negative affection seriously restricts the grades of the students with English learning difficulties.In the further discussion,the author also finds that the factors referring to the students,teachers and improper family education.After analyzing the above problems,the author attempts to put forward the corresponding strategies from schools,teachers,families and student themselves,such as the cultivation of the students positive emotion,the development of good learning attitude,interest,motivation,and use parent-school cooperative transformation.Finally,the author puts forward the practical experience in transformation and future research direction,makes every effort to improve the learning ability and overall quality of the students with English learning difficulties in urban Senior High School.The students with English learning difficulties are temporary and they can be transformed on some condition.During the transformation,the implementation of affective education is inevitable.The purpose of this thesis is to find out the affective factors affecting the students with English learning difficulties,put forward some educational measures from the viewpoint of affection,and make every effort to think about the transformation strategies to improve their English and help them out of the difficult situation.The teachers should pay more attention to the affective factors of the students with English learning difficulties besides teaching them fundamental knowledge.The teachers are supposed to inspire them to learn English,form thegood learning habits and methods,enhance the students' learning confidence and develop their lifelong learning ability through the joint efforts of the teachers and students.It will not only accomplish the teaching aim smoothly,help these students out the difficult situation,but also be helpful to the overall development of the students.