| Language has close relationship with poverty in some aspects,and it is often regarded as a resource,a social capital for the poor to acquire knowledge,to gain personal employment opportunities,to achieve career development,and to get rid of educational,employment and economic disadvantages.For students from poor filing risen households in border minority areas,the key to get rid of the vicious circle of poverty is to solve the problems of education,employment and economic disadvantages.Wenshan Zhuang-Miao Autonomous Prefecture in Yunnan Province is inhabited by more than 20 ethnic groups,such as Han,Zhuang,Miao,Yi,Yao,Hui,Dai,Buyi,Mongolia,Bai,and so on.Most ethnic minorities have their own native languages,at present,in addition to the elderly in remote mountainous areas,most people in the autonomous counties can speak Mandarin or the local dialect of Chinese.However,English as a international lingua franca,has been designated as one of the compulsory subjects for primary and secondary school students in China,which plays an important role in all kinds of examinations.English learning has great economic value,which is vital in language and education poverty alleviation.However,under the unfavourable social,economic and cultural conditions,the students of the border minority areas have been suffering from English learning disabilities,which makes them difficult to receive higher education,to achieve high-quality employment and get rid of poverty.At present,the research on poverty and children’s language ability development is mostly focused on the first language,and few researches are on the second or foreign language learning problems,influencing factors and intervention strategies for poor children in the situation of of low economy,special culture and multilingual areas.This paper aims to study the situation of English learning barrier,the influence factors and the relationship between poverty and English learning disability for middle school students from poor filing risen households in the minority areas of Wenshan Zhuang-Miao Autonomous Prefecture in Yunnan Province through theresearch methods of observation,interview and questionnaire.Finally,the author put forward measures to improve the English academic performance of junior high school students from poor Filing Risen Household in ethnic minority areas of Wenshan Zhuang-Miao Autonomous Prefecture in Yunnan Province.Results show that English learning disabilities are prevalent among poor middle school students from poor filing risen households in the minority areas of Wenshan Zhuang-Miao Autonomous Prefecture in Yunnan Province,and oral language barriers are the biggest obstacles they face,followed by dyslexia,logic and writing barriers,while listening and spelling obstacles are relatively small.The influencing factors include economic factors,cultural factors and psychological factors.In the context of poverty,necessities provided by their parents,the way parents raise them,the students’ sense of self-efficacy,anxiety and interest in English have a great influence on English learning. |
