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1.1 Background of the Study
1963年,塞缪尔·柯克,一位心理学家曾广泛braindys函数,首次使用最小的术语“学习障碍”来形容学生马林情报但是有困难也在课程。从那时起在学习困难的研究吸引了越来越多的注意力从教育者和心理学家。在1970年代和1980年代,研究人员注意到社交活动的心理特点的背景与学习困难学生。他们的观点和方法,采用社会心理学和探索的话题像成就归因、社会特征和关系与行为模式的特点,学生的自我概念和学习困难。诊断和干预的学习困难的一个新阶段开始在1980年代的分类和研究学习困难这一时期的生产。1990年代以来,国内外研究人员将注意力转移从理论到实际操作的讨论。到目前为止,关于学习困难的研究国内外中心三个方面,即定义的学习困难,学习困难的原因,和干预方法能够帮助学生解决学习困难。
In 1963，Samuel Kirk，a psychologist who worked extensively on minimal braindysfunction, first used the term “learning disabilities" to describe students who are normalin intelligence but have difficulties in courses. From then on studies on learning difficultieshave attracted more and more attention from Educationists and psychologists.In the 1970s and 1980s, researchers noticed the psychological characteristics andsocial background of the students with learning difficulties. They adopted the standpointand methods of social Psychology and explored topics like achievement attribution, socialcharacteristics and the relation between the characteristics of self-conception andbehavioral patterns of students with learning difficulties.The diagnosis and intervention of learning difficulties embarked upon a new phase inthe 1980s and research on the classification of learning difficulties in this period wereproductive. Since the 1990s，researchers at home and abroad shifted their focus fromtheoretical discussion to practical operation. To date, studies concerning learningdifficulties both home and abroad center on three aspects, namely, definition of learningdifficulties，causes of learning difficulties，and intervention approaches to help studentswith learning difficulties.

1.2 Statement of Problem
The study of learning difficulties is a flourishing yet challenging area. Its importanttheoretical significance and practical value promoted the exploration of many researchersand the results till now are encouraging and fruitful. But at the same time there exist manychallenges. The most depressing one is that researchers haven't reached an agreement onthe definition of learning difficulties. The divergence on the theoretical definition oflearning difficulties reflects the complexity of this phenomenon and different opinionsresearchers hold on the nature of it. Different operational definitions greatly underminedthe validity of the existed studies.Studies in China are comparatively late in both time and findings. There are somelimitations of the existing studies. First of all, restricted by the term "children" in most ofthe definitions of learning difficulties，the majority of the subjects are students from juniormiddle school and primary school. Few are studies directing at senior high or adults. Giventhat non-English majors are the largest group of Chinese EFL learners, the study of theirEnglish learning difficulties is of great theoretical and realistic significance. Secondly,studies on the causes of learning difficulties often focus on one cause such as the familyeducation or motivation. Since learning difficulties is a complex phenomenon withmultiple influencing factors, it is hard to understand the whole picture just by examiningone element or a few. Therefore，studies focusing on more causes of learning difficultieswill be of pedagogical implications for both teachers and students.

1.3 Purpose and Method of the Study
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