A Study On The English Learning Difficulty And Classroom Teaching Intervention Of The Left-behind Children In Rural Primary School

Since the new version of primary school English teaching material have used for a time,almost all the schools started a new round of teaching reading and feedback and analysis of the new teaching material use,as the main body of learning—the primary school students,part of them are the left-behind children.The derivatives of left-behind children is the current environment of economic development,they are a special group of students.They are in the process of English learning,can we can be conscious classroom intervention to help them to more effective language learning? Primary school English learning has just started,the family is an important class of children education.Primary school English learning needs parents' support and help.While these left-behind children,their older life guardian,the education level is generally low.Some grandparents didn't even have gone to school and they also don't know a few Chinese characters.In such a family environment,children in the process of English learning will have what kinds of difficulties? As a teacher,what can we do in class to promote their English learning? This study of left-behind children learning English as the breakthrough point is defined as the study of the author in left-behind children in the class.Hypothesis,this study students individual differences in English learning,in the past the study of these differences is usually individual learning attitude,learning ability,considering such aspects as students tend to ignore the effects of family culture between individuals,This research starting from the differences of left-behind children and left-behind children,the study of left-behind children's English learning difficulties,in-depth analysis of the causes of the formation of left-behind children's English learning difficulties,try to find out concrete classroom intervention levels effective countermeasures to solve the problem of left-behind children learning English,to help the status of the left-behind children improve their English learning.At the same time,may be will give certain reference to the teachers in a similar situation.The author try to research through classroom observation,questionnaire,interview and so on left-behind children's guardian and guardianship;And English learning situation of left-behind children living conditions.Focus on English learning conditions,including learning,learning attitude,learning habits,learning requirements and the influencing factors of learning,etc.Based on the difficulty of rural left-behind children in learning English,puts forward the corresponding classroom interventions and practice research.The author try to find out the left-behind children have what kinds of English learning difficulties,through emotional intervention,habits,intervention,intervention of learning strategies and so on,to explore feasible interventions in class level.