A Study On English Learning Difficulties And Strategies Of Junior Middle School Students With Hearing Impairment

In order to reflect the fairness of education and to better integrate hearing-impaired students into society,special education schools have opened English courses.Due to lack of hearing,students with hearing impairment lack communication with teachers,classmates and family members.They have been neglected and have difficulty in learning English.They have lower ability to judge,reason and summarize in English reading.There are many factors that cause hearing difficulties for junior high school students in English learning,such as teaching methods,textbook content,teachers’ English special education level,students’ own factors and family factors.To fundamentally improve the English level of hearing-impaired students and stimulate their interest in English,it is necessary to understand the causes of their English learning difficulties and explore strategies.This study takes 40 hearing-impaired students in the school for blind and deaf in Guiyang,and is committed to the following aspects:Firstly,I reviewed relevant researches at home and abroad to understand the causes of learning difficulties and the current research status of English learning difficulties for hearing-impaired students,and to explore the main factors affecting students with hearing impairment in English learning difficulties.Secondly,what strategies are adopted to solve the difficult problem of hearing-impaired students’ English learning.Thirdly,to a certain extent,schools,teachers,and families have an impact on the formation of English learning difficulties for hearing-impaired students.Fourthly,whether the use of reading teaching strategies can improve the English learning level of hearing-impaired students.Through questionnaires,interviews,and strategy training tests,the main factors affecting the English learning difficulties of hearing-impaired students can be divided into two categories: internal and external.The most important factors leading to difficulties in learning English are the physical disabilities of the hearing-impaired students,the attitude of learning,and the teaching experience and methods of the teachers.To a certain extent,schools,teachers,and families have an impact on the formation of English learning difficulties for hearing-impaired students.In the process of English teaching,special education teachers actively interact with students in class and communicate after class through the teaching and application of teaching strategies to help students develop self-confidence in English learning.At the same time,parents are required to participate in family education.Practice found that the use of teaching strategies promotes the interaction between teachers and students and improves the English learning level of hearing-impaired students.The English teaching of junior high school students with hearing impairment is a difficult point in the education of deaf students.Through many years of practice in the teaching of deaf students,this paper proposes some targeted teaching strategies to promote the teaching of deaf students in English,and also provides a reference for teachers engaged in the teaching of deaf students.