Issues On The Relations Between Transformation Of Secondary School Students With English Learning Difficulties And Perspective Of Sociology Of Curriculum

Foreign language has become a fundamental subject in many countries’elementary and secondary educations due to the needs of personal developments ornational interests under globalization. English, which is quite widely used in the world,therefore, is attached with particular importance in China. However, despite therepeated favorable educational policies on English teaching in secondary schools, thelevel and efficiency of Chinese English learners are relatively weak. Previousresearches on this issue focused mainly on the aspects of pedagogy and psychology.Actually, the lack of interest in English, the negative responses in English classroomsand the fears of English exams can also be attributed to sociological factors. Thisarticle, therefore, tries to discuss the reasons of their English learning disabilities froma sociological perspective and later offers suggestions on solving their problemslearning English.This paper falls into three parts. The first part introduces the main issue from theframework of English curriculum and the content of English textbooks in China.Based on the investigations of a high school in Haikou, the paper first looked in to theproportion of English classes in all the basic subjects of secondary schools, and thentries to find out the relationships between this proportion and its influence towardsstudents’ motivation on a sociological basis and propose further suggestions based onrelated investigations.The second part is the implementation of English classes. It mainly discusseshow middle school teachers transfer the knowledge as well as the core value ofEnglish course books to the students. To be specific, teachers’ understanding towardsthe course books may vary due to different physical or mental environments.Consequently, the difference may change the effects of teaching. Meanwhile, studentsmay have different understanding and reproductions of what teachers said. Prof.Zhongqiquan noted that it is during the process of rearranging classroomcommunications that the social interactions emerged. This part mainly focuses on the influences of physical and mental surroundings in English classrooms to theefficiency of English learning and puts forward related suggestions.The last part seeks grounds on the evaluation of English courses in China’ssecondary schools and looks into the forms of English examinations with dataanalysis from different perspectives, later on discusses about the social contentbeneath the examinations and its forms, and its effects on students’ motivations andpassions of learning English.In a nutshell, analyzing students’ disabilities of learning English from asociological and curriculum theory basis is an unprecedented dimension, so thesuggestions on transferring these students may need further discussion. However, itsomehow provides another direction for reforms on English curriculum in China andother fundamental subjects. It also proposes a new theoretical basis for Englishteachers to consummate their English classes in practice.