Causes And Countermeasures Of English Learning Disabilities In Tibetan Junior Middle School Students

With the deepening of China’s reform and opening up,English,as the common language of international communication,has been paid more and more attention by the state,government and education circles.However,in practical English teaching,Tibetan students have certain particularity in English learning.In order to further study this particularity,based on the family system theory,Sukhomlinski’s educational thought of backward students,humanistic learning theory and Krashen’s affective filter hypothesis,this study takes 451 Tibetan students from a junior middle school in Shigatse City,Tibet as the subjects of the questionnaire.At the same time,9 people were interviewed,including 1 Tibetan student,1 English teacher and 1student’s parents from the first to the third grade of junior high school.From the two aspects of the performance of English learning disabilities and the causes of English learning disabilities,this study focuses on five questions: First,does Tibetan junior high school students have English learning disabilities? Second,what learning disabilities do Tibetan junior high school students have in the process of English learning ? What are the characteristics? Thirdly,what are the differences in gender,grade and English achievement variables of English learning disabilities among Tibetan junior high school students? Fourth,what are the causes of Tibetan junior high school students English learning disabilities? Fifth,what are the countermeasures to improve the English learning disabilities of Tibetan junior high school students?Through the analysis of the questionnaire data by SPSS software and the interview analysis,the results show that:(1)Some Tibetan junior middle school students have learning obstacles in English learning,and the degree of obstacles is moderate.(2)Spoken language barrier is the biggest English learning barrier for Tibetan junior high school students,followed by logical barrier,reading barrier and listening barrier.Writing barrier and spelling barrier are relatively small for them.(3)Tibetan junior middle school students have differences in gender,grade and English achievement variables.(4)Family,school and individual student all have influence on the formation of Tibetan junior middle school students’ English learning disabilities.In addition,this study puts forward suggestions to improve Tibetan junior middle school students’ English learning disabilities from three aspects: parents,school and students.In terms of parents: continuous learning,and strive to improve their level of education;harmonious relationship between family members,and strive to create a good family atmosphere;put forward reasonable educational expectations.In schools:optimizing teaching facilities and equipment to create a good learning environment;compile English textbooks according to the reality of Tibetan areas;change the role of teachers,adhere to the student-centered;take multiple measures to strengthen the construction of English teachers;appropriately reduce the burden on students.In terms of students: correct learning motivation,stimulate learning interest,and strengthen learning drive;develop good study habits and master scientific learning methods.