On Affective Barriers Of English LDs In Junior Middle Schools And Their Countermeasures

Learning Disability (LD) is a universal phenomenon, which is widespread in Basic Education. It hinders the progress of the students, confines the efficiency of education and impedes the development of education in every country. The existence of students with learning disability (IDs) also brings about many social problems, which slows down the increase of economy. So many educationists and scholars have made lots of researches in the field of learning disability from every angle and thus have come to many important conclusions. As a sub-problem of IDs, the problem of English LDs gradually attracts the attention of the experts and scholars in the educational circle. However, lots of researches on English learning-disabled students mainly focuses on the cognitive aspect, while little is focused on affective factors, which is one of the most important parts of non-intelligence factors. What's more, the research lacks evidences and proofs.Some prior researches on the cultivation of students' affect mainly aimed at affect of higher level, i.e. intellectuality, morality, the sense of beauty. In fact, affect itself is a complex and multidimensional system. Besides the dimension of content, the adjustment and harmony of affect itself should be included in affective cultivation. That is to say, the research should aim at the study of English LDs' affective characteristics.The thesis, based on the related research both at home and abroad, guided by the theory of pedagogy and educational psychology, and assisted with questionnaires that investigate the English LDs of several Junior middle schools in Yiyang city, analyzes the causes of learning disability, and generalizes the affective barriers of English LDs. At the same time, it discusses the possible countermeasures against English LDs' negative affect.The thesis consists of the five parts:...