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ethodsare incorrect. As teachers, we give outstanding students a lot of love, appreciation, care,opportunities and incentives, but we rarely give these to poor students. While in theteaching, that we give to the poor students is too much discontent, disappointment andcriticism, the consequence is that it increases their inferior Psychology and antagonisticpsychology.B•A•Cyxomjnhcknn lamented that there are thousands of students through his hand,but the strange thing is that what impressed him mostly are not the impeccable modelstudents, but are the students with unique characteristics and differences.（Hou Yumei2009）This contrast of education tells us that English teachers can’t only concern withthe excellent students, while ignoring, or even give up English low achievers. To thespecial group of poor students, educators must know them correctly, study them, and laythe foundation for their lifelong development. As English teachers, we should try hardto establish a good relationship between teachers and students, learn to treat the studentswho have difficulties temporarily, and take scientific educational and teaching methodsto improve their performance.
At present, some experts in education and English teachers have done a lot ofstudies and investigations on English low achievers. As for the stages, the studies on theEnglish low achievers at middle schools are the most, nearly 80 percent of the studies’results, followed by the studies on English low achievers in colleges. However, there arefew studies on English low achievers at primary schools. As for the contents, the studieson the causes and countermeasures or strategies of English learning difficulties are more,but most of these studies are fragmented and incomplete. Therefore, whether from theperspective of social development or from the perspective of the development ofeducation, it urgently needs English teachers to analyze the causes of English lowachievers at primary schools and develop more scientific and more effectivecountermeasures and methods in view of the special nature of them.

Chapter II Literature Review

2.1 Definition of the English Low Achievers
The word “learning disabilities” was first raised by American scholar Samuel A.Kirk in 1963. Kirk thinks that learning disabilities refers that students have barriers inthe development of language, speech, reading and social interaction skills.（Kirk 2003：392）。It is a relative concept, existing along with the groups of students, which tends tohave distinctive characteristics of the times, and thus is a dynamic and developingconcept. This definition covers that the persons with learning difficulties is significantlylower than the level they should reach in reading, math and language development,which reveals the characteristics of the students with learning disabilities.Since the 1960s, the students with learning difficulties has the following severalcalled respectively by foreign scholars: slow learner, academic subjects out of standard,learning disability and so on.In 1988, America established National Joint Committee on Learning Disabilities.This Joint Committee believed that learning with difficulties is a general title. From theindividual point of view, it may be defined as: The individual with learning difficultiesrefers to the ones that show a variety of abnormalities when facing with obviousdifficulties in the process of accessing and using listening, speaki本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。