浅析农村初中英语学困生的现状与对策英语毕业论文Word格式文档下载.docx

浅析农村初中英语学困生的现状与对策英语毕业论文Word格式文档下载.docx

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教学法

学位授予：

文理学院

中国·

达州

SchoolofForeignLanguages

SichuanUniversityofArts&

Science

AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool

by

YueDandan

AThesis

PresentedtotheSchoolofForeignLanguages

InPartialFulfillmentoftheRequirements

FortheDegreeofB.A.inEnglish

December2012

ThesisSupervisor:

LuCuihong

AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool

Abstract

Withthedeeplyinternationalizingofourcountry,wehavetocommunicateandcooperatewiththeforeigners,somoreandmorepeoplerealizetheimportanceofEnglishlearning.NowEnglishisacompulsorybasicsubjectsinChineseMiddleschools.Inordertocompletelyintegrateintothesociety,nomatterwheatherourcountryorschoolsareputtingmuchattentiontotheEnglishteachingandlearning.AlthoughourEnglishteachinghasgottenmuchprogress,westillfacemanydifficulties,especiallyinruralmiddleschool.TherearestillalotofstudentswithdifficultiesinlearningEnglish.

Inthispaper,IwillillusratethepresentsituationofEnglishlearningandanalysisthereasonsoftheexistingofthestudentswithdifficultiesinlearningEnglishinruralmiddleschool,bytakingXuhanXianChengXiMiddleSchoolasanexample.Thenoffersomemethodsofchangingthepresentsituationsoteacherscanculturegoodlearningmotivation;

studyhabitsandlearningmethodsthatstudentscanstrengthentheirconfidenceandimprovetheirgrades.

Keywords:

studentswithdifficulties;

Englishlearning;

presentsituation;

reasons;

changingmethods;

ruralmiddleschool

Acknowledgements

Firstandforemost,Iwouldliketoexpressmyheartfeltgratitudetomysupervisor,Mrs.LuCuihong,bothforherintellectualguidanceandforherwarmandconstantencouragementduringtheprocessofwritingthisthesis.Withpatienceandprudence,shelaboredthroughdraftsofthisthesisandpointedoutdefectsinmywriting.Therefore,Ioweallthemeritsinthisthesis,ifany,toher,thoughIamfullyawarethatthethesismightstillcontainsomemistakes,forwhichIbearthewholeresponsibility.

MycordialandsincerethanksgotoalltheteachersconcernedintheSchoolofForeignLanguages,whoseinterestingandinformativecourseshavebenefitedmealotduringmycollegeyears.TheprofitthatIgainedfromtheirprofoundknowledge,remarkableexpertiseandintellectualingenuitywillbeofeverlastingsignificancetomyfuturelifeandcareer.

Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandcourageduringmystayintheUniversityandthroughouttheprocessofwritingthisthesis.

Lastbutnottheleast,bigthanksgotomyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisthesis.

Contents

Abstract………………..………………………………………………….……..…..i

Acknowledgements..………………………………………………………………...ii

I．Introduction……………………………………………………………………....1

II.TheuniversalityoftheexistenceofstudentswithdiffilcutiesinlearningEnglish.……………………………..............................................................................2

A.Definitionofstudentswithlearningdifficulties...............................................2

B.ThepresentsituationofstudentswithdifficultiesinlearningEnglishinruralmiddleschool………………………………………….………….............................2

C.ThecharacteristicsofstudentswithdifficultiesinlearningEnglishinruralmiddleschool..................…..……………………………………….………....2

1.LackofinterestandinitiativeinlearningEnglish..................................3

2.Noclearlearningobjectivesandlackofstabilityinwillandcharacter..3

3.Noproperstudyhabitsandlowlearingefficiency..................................3

4.Activeandcuriositywithlittleattention.................................................4

5.Psychologicalinferiority.........................................................................4

6.Poorenduranceandeasytogotoextremes................................................4

III.ThereasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglis..........5

A.TheinternalreasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglish..................................................................................……….……...……..5

1.Thestudents'

attitudetolearning.................................................................5

2.Thestudents'

learningmethods....................................................................6

B.TheexternalreasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglish.......................................................................…………………….………...7

1.Theteachingdeviceoftheschool................................................................7

2.Thefacultyoftheschool..............................................................................8

3.Thefamilyenvironmentforstudents'

study.................................................9

4.Thesocialenvironmentforstudents'

study.................................................11

IV.MethodofchangingruralmiddleschoolEnglishunderachieverstatus.................10

A.Increasingthegovernmentinvestmenttoschooleducation……...................10

B.ImprovingtheabilityofsecondaryEnglishteachers.............…….……........10

C.Supervisingfromstudents'

parents..................................................................11

D.Transformationofmiddleschoolstudents'

Englishlearningattitudeandmethod..........................................................................................................................11

V.Conclusion………………………………….………..……………….….……...12

Notes………………………………………………………………….……….......20

Bibliography…………………………………………………….……………..…..22

AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool

I.Introduction

Withtheinformatizationofoursociallifeandtheglobalizationofoureconomicactivities,Englishisbecominganimportanttoolforcontactingwiththeoutsideworld.Thedatumshowthatmorethan70precentscientistsreadEnglish,85precentE-mailarewritteninEnglishandthat90precentelectro-searchingsystemsstoreimformationinEnglish.NowEnglishisacompulsorybasicsubjectsinmiddleschoolinChinaanditplaysamoreandmoreimportantroleinourdailylife.

Forseveraldecadesstruggling,ourEnglishteachinghasdevelopedandmadesomeprogressinallaspectsincludingteachingmethods,teachinglevel,teachingdeviceandsoon.ButEnglishteachingremainsalotofproblems,suchasbehindhandequipmentandout-of-dateteachingmethods,especiallyinruralmiddleschool.ThoughEnglishteachingistakenseriouslyandfromprimaryschool,webegintolearnEnglish,therearestillalargeamountofstudentswithdifficultiesinlearningEnglish.

Forallkindsofreasons,whenstudentsmoveontogradetwoandthree,thepolarizingphenomenongetsworseandworse.ThenumberofthestudentswithdifficultiesinlearningEnglishtakesupover40percentorevenworse.Ifthissituationcan'

tbechanged,itwillaffecttheirlaterEnglishlearningandtheirdevelopment.Thisproblemhasbeenperplexingtheteachersinruralmiddleschool.Sohowtochangthiskindofstudentsisahotpoint.YetSometeachersandscholarshavemadesomeresearchandknownthattheirbasicfourskills:

lisening,speaking,readingandwritingarebadandtheirsmallvocabulary.Westillneedtoanalyseearnestly,findoutthereasonsandstrategies.

II.TheuniversalityoftheexistenceofstudentswithdiffilcutiesinlearningEnglish

Withthedevelopmentofsociety,Englishisplayinganimportantroleinourlife.Peoplepaymuchattentiontostudents'

Englishlearning.Butforthepressureofenteringahigherschool,apartofteacherandparentsonlycareaboutthescoresandignorethedevelopmentoftheemotionandability.Meanwhile,thestudentshavebadstudyhabits,lowerlearninginterestsandinsuitablelearningmethods.ThesekindsofreasonsresultinpartsofstudentshavingdiffilcultiesinlearningEnglish.

A.Definitionofstudentswithlearningdifficulties

Studentswithlearningdiffilcutiesrefertothisgroupofstudentswhodopoorlyintheirstudycausedbyteachers,familyorthemself.Itisusuallydividedintotwokinds-intellectualstudentswithlearningdifficultiesandunintelligentstudentswithlearningdiffilculties.Theformeronereferstothestudentswereborntounintelligenceorareunintelligentforsomedisease.Onthecontrary,thelateronereferstothestudentscan'

treachtothebesicrequirementssettedbyteachingprogrambutcausedbytheirpostnatalorextraneousfactors.Andinourteachingactivity,wemeetthelaterstudentsmore.AndstudentswithdifficultiesinlearningEnglishwetalkedaboutarethestudentswhohavedifficultiesinlearningEnglish1.

B.ThepresentsituationofstudentswithdifficultiesinlearningEnglishinruralmiddleschool

Inruralarea,thefamilyhavelittleincomeandbothparentsworkoutsidewhentheylackoffarmworkoreventhewholeyearworkingoutside.Andthentheirchildrenbecomeleft-behindchildren.Theylackofcaringandguidenceinstudy,expeciallysomeparentsareinfluencedbyuselessreadingsothattheypaynotenoughattentiononstudents'

Englishlearning.ThoughapartofstudentsmakeapointofEnglishlearning,thaydon'

thavecorrectwaysandmoststudentsdon'

tlearnE