An interview record on the causes and transformation strategies of junior high school students with English learning difficulties** I. Causes of Junior High School Students with English Difficulties **
1. ** Internal factors **
- ** Low motivation **: Learning motivation is the internal motivation to promote students 'English learning. However, the students with learning difficulties lack the awareness of the importance of English and the motivation to learn English. They lack clear motivation and purpose in learning, which leads to laziness in English learning, low efficiency, difficult to solve problems, unable to experience the joy of learning, and a tendency to give up.
- ** Unscientific learning method **: Learning methods and strategies affect learning results. English learning required a lot of input and output, but students with learning difficulties had no specific goals, did not make plans, and were indifferent to the current learning situation. Even if the teacher taught them learning methods, they would not adopt them. When they encountered difficulties in their studies, they could not actively deal with and solve them, nor did they take the initiative to ask others for advice. They seemed to be working hard, but their results were difficult to improve.
- ** Not interested in learning **: Most students with learning difficulties do not feel the sense of achievement of learning English well, so they lack interest in learning English. This made them listen very casually in class. If they wanted to learn, they would listen a little. If they didn't want to learn, they wouldn't listen at all. It was difficult for them to grasp the main points of the class.
- ** Bad study habits **: There are many problems with your study habits, such as your illegible writing habits. When completing basic assignments such as copying and writing from memory, only pursuing speed without paying attention to quality would not achieve the purpose of consolidating knowledge.
2. ** External factors **
- ** Family reasons **: Family environment has an important influence on the formation of students with learning difficulties. Some families of students with learning difficulties encountered changes. For example, after their parents divorced, they did not pay enough attention to their children's studies and life, and their children's English learning was easy to fall behind. There were also parents who did not have the same educational concepts. One party thought that English was not important, and if the two sides could not reach an agreement, it would have an adverse effect on the child.
- ** Teacher factor **: Some teachers have inappropriate teaching methods. For example, when the pronunciation test was not taken in junior high school, some teachers ignored the pronunciation teaching; some teachers were used to "filling the classroom" and "doing everything" in the classroom. The students followed mechanically, which was not conducive to the students 'learning and accelerated the formation of students with learning difficulties.
** 2. Transformation Strategy for Junior High School Students with English Difficulties **
1. ** Psychologically **
- Seize the opportunity, build confidence, and help the students with learning difficulties out of their psychological predicament. For example, teachers should respect students with learning difficulties, maintain their dignity, offer love, talk to them, overcome negative emotions, analyze learning obstacles, and establish a teacher-student relationship of mutual respect and trust.
2. ** Learning Ability Level **
- Intensified training, strengthening their foundations, and improving their learning ability. For example, to help the students pass the pronunciation test again, to let the students dare to speak English loudly, and to pass the vocabulary test, they could use the circular memory method, word formation method, pronunciation method, fun method, etc. to help the students remember the words.
3. ** Study Habit Level **
- Pay attention to cultivating good study habits. For example, he guided the students to formulate practical study plans, which included both long-term plans and short-term arrangements. He also provided good pre-and after-class tutoring, and arranged and checked homework.
4. ** Teaching Method Level **
- Based on classroom teaching, strengthen the guidance of learning methods. Teachers should combine the needs and interests of students, create an environment and atmosphere, and guide students to use speculation, consulting, or inquiry methods to learn according to the context. Design inquiry-based learning activities to promote the development of students 'practical ability and innovative thinking. To guide the students to learn language knowledge through observation, discovery, induction, and practice, and to understand the functions of language.
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