A Survey Of English Vocabulary Learning Difficulties Of Migrant Students In Shenzhen Junior Middle Schools

For Chinese primary English learners,vocabulary learning is not only the key point but also the difficult point.Looking through the existing research data,we find that there are relatively few researches on students’ English vocabulary learning difficulties,especially on migrant children in junior high school.Based on Krashen’s Affective Filter Hypothesis and Attribution Theory,with the help of questionnaires and interviews,this paper investigates 320 second grade students from three schools in Longgang District in Shenzhen,and randomly selects 20 students of different schools and 3 teachers for interviews,with the purpose to explore:(1)What is the current situation of English vocabulary learning difficulties of junior middle school migrant students in Shenzhen?(2)Does there exist any significant differences in Shenzhen migrant students’ vocabulary learning difficulties in terms of gender and academic achievement? And(3)What are the causes of Shenzhen migrant students’ English vocabulary learning difficulties?The findings are as follows:(1)Migrant students have common difficulties in English vocabulary learning in Shenzhen junior middle schools,and they are at a moderate level.(2)Shenzhen migrant students’ English vocabulary difficulties have no significant difference in terms of gender,but have significant difference in academic performance.(3)Causes of migrant students’ English vocabulary learning difficulties mainly involve the weak foundation of English vocabulary,the low learning motivation,the improper attitude of learning,the lack of learning strategies and correct learning methods.Based on the analysis and discussion of the above three questions,this paper puts forward suggestions from four aspects: school leaders,teachers,students and parents to overcome the junior high school English vocabulary learning difficulties of migrant children in Shenzhen,and points out the limitations of the research and the direction for future research.