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1、A Research on the Learning Disabilities of English Majors in Normal Universities摘 要随着英语的不断普及和英语教育的发展，在英语学习中出现了不同层次的学习障碍。这些学习障碍表现在不同方面，呈现阶段性差异，越来越受到人们的关注。本文对高师英语专业学生的英语学习障碍进行了探索，调查现阶段高师英语专业学生英语学习所存在障碍的现实情况，探讨导致障碍的主要因素，并浅析应对这些障碍所能采取的有效措施，力图对于提高高师英语专业大学生英语学习质量做一些有益的探索。关键词：高师；英语专业；学习障碍；探索ABSTRACTWith th
2、e growing popularity of English and the development of English education, different levels of learning disabilities occur in English learning. These learning disabilitiesperform in different aspects, show in different stageshave attracted more and more attention. This paper intends to explore the le
3、arning disabilities of English majors in normal universities, investigates the present learning disabilities in the English learning of the English majors in normal universities, discusses the main factors of the learning disabilities, and analyzes effective measures that can be taken to solve these
4、 problems. The present study tries to do some useful exploration to provide the English majors in normal universities with some practicable suggestions which can improve the quality of their English learning.Key words: normal universities, English major, learning disabilities, explorationCONTENTS0.
5、Introduction11. The study of learning disabilities11.1 The definition of learning disability11.2 Research review21.3 Significance of the study31.4 Research ideas and methods32. Survey of the existence of the learning disabilities42.1 Learning disabilities in listening42.2 Learning disabilities in or
6、al English42.3 Learning disabilities in reading and comprehension52.4 Learning disabilities in writing52.5 Learning disabilities in other aspects63. The causes of learning disabilities63.1 Subjective factors63.1.1 The differences in intelligence63.1.2 The differences in learning motivation73.1.3 The
7、 differences in learning interest73.1.4 The differences in learning will83.1.5The differences in learning efficiency83.2 Objective factors93.2.1 The influence of society and family93.2.2 The influence of the teachers comprehensive quality93.2.3 The influence of the design of the curriculum103.2.4 Th
8、e influence of the teaching equipment and hardware104. Solutions to the learning disabilities in English learning114.1 Measures to improve students learning114.1.1 Set up correct learning attitude and learning goals114.1.2 Stimulate learning interest and select learning method124.1.3 Create a better
9、 learning environment124.2 Measures to improve teaching134.2.1 Update the teaching philosophy and theory134.2.2 Diversify the teaching methods and models144.3 Measures to improve the management of education154.3.1 Optimize the curriculum154.3.2 Reform the teaching managements and technology165. Conc
10、lusion16Works Cited180. IntroductionWith the social development and the progress in education, English as an international language has become more and more universal. English Education in China has entered a systematic developing process and formed a multi-level educational system from children edu
11、cation to higher education. In the process of learning English, different levels of learners face different kinds of learning disabilities which have significant effects on the improvement of their English level. To research these barriers and propose effective measures to overcoming the obstacles b
12、ecomes a serious object to improve the national English standard and to promote the development of English education.1. The study of learning disabilitiesThe past fifty years have witnessed an ever-growing interest in “learning disability” after Samuel.A.Kirk had proposed the concept, which has gain
13、ed scholars close attention. They explore this subject from different perspectives and have achieved a lot in this field. In this part, our emphasis is mainly put on the theoretical and practical study that scholars have already made and state my own view.1.1 The definition of learning disability Du
14、e to the different factors of economy, society and education of different countries, scholars also have different understandings of the term “learning disability”. 1963 in the United States, the concept of “learning disability” was firstly proposed and used by Samuel.A.Kirk in the first edition of h
15、is textbook Educating Exceptional Children. In the book he stated: “A learning disability refers to retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, spelling, writing or arithmetic resulting from a possible cerebral dysfunction and/or emotio
16、nal or behavioral disturbance” He divided it further into two aspects: developmental learning disabilities and academic learning disabilities. After that, there were many scholars and organizations proposed at least 11 different definitions in the United States, among which the most famous ones were
17、 the definition in the “Education for All Handicapped Children Act” in 1975 and the definition proposed by Hammil on the “National Joint Committee on Learning Disabilities” (NJCLD).The first research of the “learning disability” in China was started in Taiwan in 1992. The scholars in Taiwan defined
18、the “learning disabilities” as the significant difficulties in the acquisition and use of listening, speaking, reading, writing and calculation. Learning disabilities may be accompanied by other disorders such as sensory disturbance, mental retardation, and emotional disturbance; or affected by envi
19、ronmental factors, such as the lack of cultural stimulation, the obstacles arising from inappropriate teaching, but not directly caused by the above conditions. Learning disabilities often include developmental learning disabilities and academic learning disabilities. The former ones include attenti
20、on deficiency, perception deficiency, memory deficiency and other defects, and the latter refer to reading and writing disabilities and disabilities on mathematics. At present, the mainland academic circle has not given a clear definition of “learning disability”. Some of the policies made by the ed
21、ucational administrations in our country or studies made by some institutes have involved the concept of “learning disability”, but still havent given out a specific definition.In short, the understandings of learning disabilities have large differences. The “learning disabilities” in this study mai
22、nly refers to the “academic learning disabilities”. This thesis mainly studies the major difficulties of students in their learning and using of English, including aspects of listening, speaking, reading and writing.1.2 Research review The study of learning disabilities abroad roughly divided into f
23、our stages: the starting, the turning, the developing and the modernizing. After 1980, the study has shown the trends of diversification and individuation. Relevant research in China first began in Taiwan in 1970s. The theoretical research on learning disabilities in mainland China started in early
24、80s of the 20th century, and in 2000, China had set up an Professional Academic Research Committee of Learning Disabilities. However, the study of the learning disabilities is still a new academic issue. 1.3 Significance of the studyPrevious studies were largely confined to children with learning di
25、sabilities in the process of the learning, however, there were not very much theoretical research based on the students with learning disabilities of higher education. Even some research has studied the learning disabilities of students at this stage, they were also limited to the category of the ps
26、ychological barriers, personality defects, curriculum design, etc. There has been no systematic academic research dealing with the learning disabilities of the college students. It can be said that, the studies of the English majors in normal universities with learning disabilities are still rare; t
27、here is considerable space for exploration. 1.4 Research ideas and methods On the base of the scientific spirit, the author has proposed the topic and carefully reviewed to ensure that the research is designed both with practicality and feasibility. It focuses on resolving two key issues: Firstly, t
28、o study the present existence of learning disabilities of the English majors in normal universities and to study the main causes of the obstacles; secondly, to study the effects of the learning disabilities on the English learning of the English majors in normal universities and to raise the solutio
29、n. This research has combined the traditional research methods by categorization and description and also the methods of questionnaires and surveys.2. Survey of the existence of learning disabilitiesTo get the material of the learning disabilities of English major in normal universities, I have desi
30、gned the questionnaire carefully, and took the English majors in normal universities as the sample.The survey was conducted from February to March 2010, a total of 200 questionnaires were issued and all recovered. Among them 172 were available, 28 were void, the effective rate was 86.00%.The survey
31、has shown the complexity of the learning disabilities on different standards and in different areas. After I had done a large amount of statistic and scientific summary, I classified those disabilities into different aspects, include: listening, speaking, reading, writing and other aspects. All are
32、summarized as follows: 2.1 Learning disabilities in listeningLearning disabilities in listening are the problems that many English learners are facing. Listening is an important part of communication in English and is one of the prerequisites of a fluent conversation. Good listening can help communi
33、cators to have a thorough understanding of the discourse, so as to think and organize a proper response to other communicators. According to the analysis, 48.25% of the interviewees said they have obstacles in the listening learning, in which the vast majority of them are students in lower grades. C
34、urrently the learning disabilities in listening mainly showed by the weak foundation of listening, lack of listening materials or the materials are old, and the listening equipment and technology are not developed enough.2.2 Learning disabilities in oral English Speaking and listening of English are
35、 closely linked together to form the English conversational system. The quality of oral English is an important standard and one of the most intuitive reference conditions to judge the English level of a learner, especially for English majors. Oral English learning is a big trouble for many Chinese
36、students, partly because the traditional English education emphasis too much on reading and writing while neglecting the training of communication ability. Though this situation has been greatly improved with the development of modern English education, there are still significant shortcomings. Surv
37、ey shows that half of the students (55.23%) thought their oral English learning have barriers. The main features of the barriers are: incorrect pronunciation, weak foundation of their oral English, lack of confidence in conversation caused by oral problems, and the anxiety caused by the direct commu
38、nication with foreigners. There are also some of the respondents said the curriculum and lesson arrangements are unreasonable2.3 Learning disabilities in reading and comprehensionReading level is an important sign to investigate the English comprehension ability of language learners, which directly
39、reflected in the understanding of the given material. The majority of students dont have many obstacles on reading according to the survey, for there is only 28.48% who have problems, which is the smallest proportion in all the five aspects. But this is not to say that the learning disabilities in r
40、eading are not so much important. On the contrary, the problems highlighted in this aspect are the significant basis for us to improve the teaching of reading. The main learning disabilities in reading and comprehension are: most of the reading materials are for examination, and to exam became the f
41、irst purpose to read; selection of the material was very limited; the way of teaching reading was too mechanical and lack of fun, etc. 2.4 Learning disabilities in writingWriting quality is a reflection of the learners overall English level, and writing is a proficient way to display their ability.
42、English writing covers the capacity in vocabulary, grammar, pragmatics, writing format, and many other areas. It is the only way to examine whether the learners can transfer their thinking into written form. 41.27% of the students thought they have learning disabilities in writing, mainly showed as:
43、 the disarrangement in using grammar, the disorder of organization and logic, and the unprofessional use of syntax and vocabulary.2.5 Learning disabilities in other aspectsThe survey also shows students have some learning disabilities in other aspects, focus on translating and cross-cultural communi
44、cating and so on. For instance the inappropriate use of methods in translating, or incorrect understanding of the differences between Chinese and Western cultures.3. The causes of learning disabilitiesAfter getting the information which the survey shows, there is necessity and possibility to analyze
45、 what are the causes of learning disabilities. The analysis was divided into two parts: subjective and objective factors.3.1 Subjective factors3.1.1 The differences in intelligence Learning is an activity including intellectual factors and non-intellectual factors in ones behavior. Learning English
46、is part of learning behavior, so the importance of intelligence factors can not be ignored. “Psychological research shows that intelligence in the whole population shown as a spindle distribution, which means both the geniuses and the mentally disabled are the minority. A mentally handicapped studen
47、t, even if being put in the best learning conditions, can never creates miracles on learning than any other normal students; and similarly, a student who is not willing to learn, even if he is extremely intelligent, can not have any outstanding achievements.” (Guo Yanling 214) Therefore, the intelli
48、gence factor is a significant aspect effects English learning disabilities. In the survey, a majority of students thought that they are of general intelligence, the results of learning English are almost the same as others with the seem efforts.3.1.2 The differences in learning motivationMotivation has always been considered as a main factor in learning activity. Studies suggest that the higher the motivation is the faster and better to learn. Motivation is a force for the learning activities and determines the quality of Engli
