英语论文网

sp;    3.4.1 The Selection of the Subjects............ 27-28
        3.4.2 Questionnaire and Interviews Design............ 28-30
        3.4.3 Tests ............30
        3.4.4 Classroom Observation ............30
        3.4.5 Data Collection and Data Analysis............ 30-31
Chapter 4 Results and Discussion ............31-47
    4.1 Results and Discussion of the Questionnaires............ 31-35
    4.2 Results and Discussion of the Tests ............35-36
    4.3 Causes of the Students with English Learning............ 36-39
    4.4 Basic Principles for Helping Students............s 39-40
    4.5 Strategies for Transforming Students............40-47
Chapter 5 Conclusion ............47-49
    5.1 Major Findings............47-48
    5.2 Limitation of the Study............ 48
5.3 Suggestions for Future Research............ 48-49

Conclusion

Because of the limited knowledge and scientific research ability as well as thelimited time, the author's thinking and research of theory might not be in-depth, so thedeficiencies of this study is unavoidable. First of all，the definitions of students withlearning disabilities have many versions. This study, according to students' Englishachievement, teachers' observation and evaluation to determine the students who haveEnglish learning disabilities, which may have some personal subjective factors. Second,from the selected sample representative aspect，the subject of this study is limited to theSenior High School of Shenzhen Guangming District, so the scope is relatively narrow.Even if the transformation is effective, but to other areas，it may be not suitable.
With a quality of evidences and proofs, this thesis analyzes the main causes of thestudents with English learning disabilities in the Senior High School of ShenzhenGuangming District, and provides some strategies to transform it. However, thesecountermeasures need to be tested in the English teaching process to examine whetherthey are scientific or practicable. The author hopes that some more researchers can dothe same research in this area in the near future.

Bibliography
1Journal of Learning Disabilities,Oxford，R,( 1990)，Language www.51lunwen.org/dxyylwfd/ Learning Strategies: What Every Teacher Should Know.
2Rowley, Mass; Newbury House. Performance & Instruction.
3Weiner, B. (1979)，A Theory of Motivation for Some Classroom Experiences. Journal ofEducation Psychology.
4Weiner, B. (1979)，An Attribution Theory of Motivation and Emotion. New York;Springer-Verlag.
5Williams. M & R. Burden. (1997)，Psychology for Language Teachers: A SocialConstructivist Approach. Cambridge; Cambridge Press University Press.
6陈琦（1998)，《建构主义学习观要义评析》[J]《华东师范大学学报》。
7陈学锋（2002)，《从容面对——儿童的学习困难》[M]北京：北京师范大学出版社中国儿童中心学习困难研究课题组成员。
8高慎英、刘良华（2004),《有效教学论》[M]广州：广东教育出版社。
9高文（2000)，《现代教学的模式化研究》，山东教育出版社。
10黄远振（1996)，《新课程英语教与学》，福建教育出版社，2003年教育出版社。