英语论文网

o consideration, the current study is intended toinvestigate the learning difficulties of non-English major students in the Chinese context.More specifically, it will be focused on students' perceptions on the manifestations andcauses of English learning difficulties, as well as the coping strategies they use whenfacing learning difficulties.Three instruments were employed to collect data in this study. They were the Raven'sStandard Progressive Matrices (SPM), the National Matriculation English Test (NMET)and an English learning questionnaire designed by the researcher. The SPM is anintelligence test for the measurement of participants' intelligence. The NMET is used as anacademic achievement test to measure participants' English learning performance. Theself-designed questionnaire is to cast light on participants' English learning difficultiesfrom three perspectives, namely, the manifestations, causes and coping strategies adoptedby the participants.

Chapter Two Literature Review

2.1 Introduction
Ever since the 1950s, learning disabilities have become the research topic of doctorsand physiologists. In 1963，Samuel Kirk first used the term "students with learningdisabilities" to describe those students who are normal in intelligence but have difficultiesin courses. From then on studies on learning difficulties attracted more and more attentionfrom educationists and psychologists. Topics like the psychological characteristics ofstudents with learning difficulties，the types，causes, diagnosis and intervention approachesof learning difficulties became the interest of many researchers. This chapter gives areview on the definition, causes, and intervention approaches for students with learningdifficulties. Then，based on the review of the existing literature, research gaps are pointedout and research questions of present study are put forward.

2.2 Definition of Learning Difficulties

2.2.1 Learning Difficulties in Theoretical Explorations
There have been many versions of the definition of learning difficulties since the1960s. Kirk and Bateman (1962), Myklebust (1963), Bateman (1964), and the NationalAdvisory Committee on Handicapped Children (1968) put forward some representativedefinitions. Among those, the last one was the most influential. This definition wasincluded in the Children with Specific Learning Disabilities Act of 1969, the Elementaryand secondary Amendments of 1969.

Chapter Three Methodology...........39-45
    3.1 Introduction........... 39
    3.2 Participants........... 39
    3.3 Sources of Data........... 39-42
    3.4 Data Collection ...........42-43
    3.5 Data Analysi........... 43
    3.6 Chapter Summary ...........43-45
Chapter Four Results and Discussion ...........45-68
    4.1 Introduction........... 45
    4.2 Manifestations of English Learning Difficulties...........45-50
    4.3 Causes of English Learning Difficulties ...........50-55
    4.4 Effective Strategies to Cope with English Learning...........55-58
    4.5 Difference between Students Diagnosed ...........58-67
    4.6 Chapter Summary......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。