Research On Polarization In Junior High School Students’ English Learning

Polarization of English learning is very common in junior high schools.It is bad for the students’ development and English education of junior high schools,so it is important to find some solutions.This study is based on some excellent students and the students with learning difficulties of Tonghua City Korean Minority Junior High School,Tonghua County Korean Minority Junior High School,Liuhe County Korean Minority Junior High School,Huinan County Korean Minority Junior High School and Ji’an City Korean Minority Junior High School as research objects.According to F.Heidel’s(1958)Attribution Theory,Harold Kelly’s(1967)Analysis of Variance Model Theory,Yoshiro Sasano’s(1980)Two-Factor Theory and Babanski’s(1978)Concentric Circles’ Theory,the paper mainly used literature and investigation methods.It took surveys,interviews and scores collection as research tools and applied the software of SPSS 17.0 to analyze the data.It carried out the research from the following two aspects:1)Does polarization of English learning really exist in Korean minority junior high schools of Tonghua?If the answer is"Yes",how does it develop in the whole period?2)What are the "personal factors","school factors","family factors" that caused this phenomenon and why?According to statistical analysis,the major findings are as following:1)Polarization of English learning really exists in junior high school.It starts from the first term of Grade Eight and becomes serious in the second term.When the Entrance Exam of Senior High School comes,it gets to the top.But it is not so obvious in Tonghua City Korean Minority Senior School.2)Learning interest,learning motivation,learning method and learning will contribute to the personal factors of polarization.A comparative difference was shown between the excellent students and the students with difficulties in the four above-mentioned factors.These excellent students are better than these students with difficulties in the four aspects.Texts and teachers can also result in polarization.The overlap of knowledge between primary school and Grade Seven is the objective factor which caused the problem.Another factor is the increasing difficulties in texts in Grade Eight and Nine.What’s more,many teachers pay more attention to excellent students in daily teaching.The students with learning difficulties can’t follow the teachers’design of teaching materials in class or involve in classroom activities."Teachers’ evaluation" is not the factor that caused polarization.The focus and expectation of parents are the family factors.The parents of excellent students behave still better than the parents of students with learning difficulties in the both aspects.Aiming at the above-mentioned problems,this paper offers the following recommendations:The students should develop their interest in English learning,set up their future goals in life,make good use of time in class,finish their homework by themselves and learn from the excellent students.Teachers should pay more attention to the students with learning difficulties in daily life,adjust their teaching design and also increase the involvement of students with learning difficulties in class.Parents should have more communication with their children and teachers.They should also have future plans for their children.