后进生在外语课堂上的心理活动分析及其对策

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Introduction: We made a tentative investigation about 100 students of Grade Five in the primary school in English class based on the questionnaire. And we found there were about 8 percent underachievers among them. “There were no underachieves when they were born, but there were different levels of students” As a famous educator said. And what is the definition of underachievers, what are their characteristics, what are their psychological actions in the English class, how can we help them to change the negative attitude toward English and improve their English? Those are the questions.

1.      Underachievers and their characteristics

1.1The definition of underachievers

In the dictionary, we can find the definition of “underachieve”, it said: To be less successful than expected, especially academically; to fail to fulfill one's potential. And can the definition of “underachiever” be: the person who is less successful than expected; to fail to fulfill one’s potential? It is too simple and abstract. The definition of underachiever in china is from Soviet. They use the definition to describe the students who failed in the exam and have low moral and behavior seriously. The Ministry of Chinese education accepts this concept and carries on to the primary and middle school.（陈如平 报告）

1.2  Characteristics of underachievers   

As the psychological book mentioned the underachievers also have different levels of learning difficulties: very difficult, difficult, and a bit difficult. So teacher must make different strategies to enhance their English. And they have different learning motivation: passive, don’t care, have to go to school. If teacher want to help them, he or she must be relative to the different situations. And their Learning characters: lazy, low self-image, not clear, low reflection? So the wise teacher won not treat the underachievers in one way.（学习困难学生研究外文翻译资料）

1.3  The reason of becoming the student of low achievement 

Basis on the experiment, the famous educationist Bebalophy says” everyone has its curiousness when he is born and full of spirit of interest to research for the world” It is proved by many scientists. But why are the underachievers’ behaviors negatively in the English class? What are the reasons? That is why we discuss. The reasons of becoming the student of low achievement in English class are as follows: There are four major reasons: first, it is the reason of the underachievers themselves. They have the psychology of afraid in failure and sometimes they are careless, Lacking of sustained attention and good quality of determination, they often didn’t get on well with their classmates. And some of them have learning disability: visual or hearing. Second, the school reason, actually, the education itself is not consummate at school. And our school life is not abundant. There are some prejudices against them when we have class. Such as the teacher did not have good impression to the underachievers or he did not pay attention to them because he wanted to finish the lesson well. And there are contradictions between intellect factors and no intellect factors. And the break of dynamic equilibrium of teaching system is also the cause of becoming the underachievers. Third, the family reason, their family has breakup and they had to change the learning environment, and they can not adapt themselves to the new condition. Or they lack of parents’ love, care and encourage in a single family. And their parents, who are not well educated, do not often tell their kids how to study. Four, the social reason, social ideology has negative impact on the students. And their deficiency of learning level left in the early time. And from my investigation to the WenZhou Shuixin first -primary school of Grade five students in English class, I found the underachievers between middle school and primary school are very similar. As indicated, the primary school underachievers also have the same reasons.   

1.4  Statistics analysis: a great deal statistic of underachievers---necessary to help them 

From my investigation and questionnaire to the WenZhou Shuixin first -primary school of Grade five students in English class, I concluded that about 8 percent underachievers among 100 students in primary school. It is a large number to us. Our Ministry of education pays a lot of attention to the underachievers. And also the teachers commence giving love and understanding to the underachievers. Teachers start on the research of class regulation and the essence of underachievers in order to help them. And from the statistics of national commission of juvenile pioneer, there are 50 million underachievers among 300 million students. So the proportion is one to six. This statistic is equally to the population of a small country, France and 10 Swiss. So we can not ignore the quantity of underachievers. They lack of love, encourage and need help. Now the Ministry of education pays a lot of attention to the underachievers. And also the teachers are committed to give love and understanding to the underachievers. Teachers start on the research of class regulation and the essence of underachievers in order to help them.

2. The psychological behavior of underachievers in English class

In my conclusion, there are four psychological behaviors of students in English class. 

2.1Concrete psychological behavior

2.1.1 Doing other things rather than listen to the teacher 

In my investigation of 100 students from the primary school, the statistic of the answer” I do not like” to the question” would you like to talk to the teacher in the class?” is 13 percent. And the statistics of “I do not like English” is 2 percent. In the class, the student of low achievement often behaves like this; they would rather do other things than listen to the teacher. They are looking at story book, writing a letter, or talking to classmates. If teacher know it, he will feel very sad and disappointed about his students.

2.1.2 Wanting to answer the question but afraid of giving wrong answer

Underachievers in the class are not often doing other things in the course of. Sometimes, they may hear some words or questions from English teacher without attention. And some questions are very easy; they may want to answer it. However, we are rarely heard their answers. They are afraid of giving wrong answer. The statistic from my investigation of the answer” I do not and rarely seize the initiative to answer teacher’s question” is 24 percent. And 16 percent is for the question” I do not ask my teacher if I do not know the answer to the question”. We will astonished by the statistics. In the class, the student of low achievement does not learn something by questioning or answering it, how can they learn it after class.

2.1.3 feeling sorry to be criticized by the teacher

Some underachievers in English class feel sorry to be criticized by the teacher. We can see the statistics from my investigation; there are 19 percent of students who are very nervous when the teacher questions them. And 43 percent students think teacher’s praise is very important. It seems they want to get the praise after answering the question. 

2.1.4 Wishing to do what they want to do 

When I taught the students in primary school, I found the underachievers would ignore the teacher and do what they want to do. They may open or close the windows, stand up, listen to the teacher but question teacher, even quarrel with teacher, The statistics can proved it: “I do not like English” is 2 percent and “teachers praise are not important” is 26 percent, They do not care about teachers praise, classmates thoughts, and the class discipline. They are themselves, so they can do what they want to in the class. We often feel very disappointed and are furious with them. And why did they behave in English class like those. We can find the answers why they behave in English class as follows: 

2.2 Analysis of the psychological behavior

We just see four tapes of psychological action as listed. And there are also reasons to explain it.

2.2.1 Can not understand 

First, the students of low achievements do other things rather than listen to the teacher in the class. Because they can not understand what teacher said? Their understanding is low, when teacher taught the new knowledge a bit difficult, they just make puzzled. Day by day, week by week, year by year, a pernicious circulation is formed. So underachievers can not understand for a long period. They tell themselves I can not understand in English class. Because the poor self-image, they do other things. Second, English as a second language, it is difficult to learn from the beginning. And the pupil lack patience and carefulness. When they feel English is difficult, they will lose their heart to learn it.

 2.2.2 Others laugh at 

Underachievers are afraid of being laughed at in English class when they give the wrong answer. And when give the answer; they are afraid of speaking English incorrect. As the Chinese, we sometimes can not express ourselves very well; others will laugh at us. 

2.2.3 Habit to be criticized

In English class, underachievers feel very sorry to be criticized. Because in some teachers’ eyes, they are underachievers, they are always the student of low achievement. Some teachers would like to criticize them to give the bad examples to the classmates. It is unfair for the underachiever, as we know, everyone has its dignity. When teacher criticize them, they will feel sad and hate to have this class. Teacher looks down upon them; it will be great hurt for them. 

2.2.4 Bored

If students feel very bored in English class, it is not the students fault. Some teachers should be responsible for it. Because of the same teaching method, teacher’s low voice, or uninterested atmosphere, they feel bored. We can see my investigation, there are 55 percent students like teacher to allow them play games in English class and only 16 percent like to read passages in the book. So teachers’ organization is very important in English class.

3. Solution 

As indicated, underachievers have psychological behavior of student in English class and there are many reasons. And the quantity of underachievers is not little. So we must pay attention to them. From some research paper, my investigation and my conclusion, we will give some advice for the student of low achievement as follow:

3.1. Finding their advantage 

Teachers should have influence to the underachievers. The definition of teacher’s influence is that teacher uses its personality to make the students change their emotion. Especially, the teacher uses its influence to ask the students to ask question. So the student of low achievement will feel very happy and delight to accept teacher’s advice. It is the dynamic for them to advance. And many underachievers had changed a lot and became a student who likes to learn just because of the care from the teacher. It improved the importance and necessary of teacher’s influence.（心理学第三版P345）And the famous educationist Zakipher said: we should use advancing view to regard the student of low achievement. In the traditional education, it is possible for us to help all the students. And the student of high achievers did not advance as well as the underachievers. So we did give all the students the same help to develop in the olden education. But now it is not possible in our English class. But the concept of helping underachievers of Zakipher has contributed to today’s project of helping the student of low achievement. Giving help to the underachievers is one of the Zakipher experiment. He paid a long term to investigate and have research to the student of low achievement. And he said: do not give more work or exercise to underachievers after class. It is not the right way to help them, but a more burden for them. And in my investigation in English class during my practical time, I found the underachievers do not like to do exercise in English class; there is no other right to speak of doing exercise after class. And teacher should have influence them and help them to find their advantages. So that underachievers will be confident. Though they are not good at English, they may good at swimming, or making things. Everyone has its advantage, as the Chinese saying “In 365 careers, there are 365 great men”. Teacher should change their prejudice to the student of low achievement, and give more care to them, and help them to find their advantage so as to build their confident to learn English.

3.2. Giving them some encourage and praise immediately  

“Teacher should give different teaching method to different students”  As our famous educationalist Confucius said and did in 2550 years ago, We must admit everyone has different learning level and make different answer to them. Now, teacher is required to care more about the underachievers: learn more about their personalities, find their advantage, And teacher should not only pay attention to the development of good students, but also to the progress of the student of low achievement. We know underachievers are afraid of answering the question, or even do not want to open their mouth in English class. And teacher’s immediate praise is very important to them. From my statistics, there are 43 percent of students feel teacher’s praise is essential to them. When they are question, they need teacher’s encourage to encourage them to give the answer. In my investigation, there are 35 percent of students are very nervous when they can not give the answer to teacher immediately. So, in English class, teacher can give encourage and praise immediately to the underachievers to help them be confident. 

3.3. Asking them some easy question

In English class, some teachers pay attention to the good students and other middle-level students. So underachievers have less chance to communicate with teachers. When the questions teacher give is difficult, they also have less chance to answer. Teacher should pay attention to them, and give them some chance to answer the question and communicate with teacher. And teacher should give the easy one to them instead of difficult one, So that underachievers will have chance to speak English and feel very proud of communicating with teacher. And it will form a good circulation of learning for underachievers. As a Chinese saying” to practice one time is better than see ten times”. Though the practical course, underachievers will find two results: one is” thinking is easy while speaking is difficult”, the other is “It is not as difficult as we thought”. No matter which answer they got, it will stimulate them and encourage them to search for the answer. 

3.4. Giving them practical aim

As the saying” interesting is the best teacher”, teacher and family member should help underachievers to make a practical aim to learn English. Each week, we have a plan; we will do something in intention. Teacher should have talks with low achievers, and work with them to make a plan to learning English. And parents should work together with teacher and pay attention to children’s exercise and homework; encourage them to learn by themselves. The learning motive and learning purpose are connected closely. Some experiment proved, if students pay more attention to the importance of teaching and intention of learning, they will be more like to learning, the result of learning is better.  

3.5. Having a long term to help them 

In English class, teacher should give more chance to underachievers to play games or draw pictures. And it is not a short time to pay attention to them. Giving care and love should last for a long term. Underachievers do not become ones in a day, so we do not help them in a week or a month, but a long time. We should be not have prejudice to them, or laughed at them. As the classmates, we also need giving care and kind to the special persons. Because the quantity of underachievers is a lot, so Ministry of education pays a lot of attention to the underachievers. And also the teachers commence giving love and understanding to the underachievers. It is our central task to help them. Psychologists indicated: man’s success is basis on 20%IQ and 80% EQ. So underachievers can also have a good point for their exams. But they need more time and more help. It is teacher’s responsible to help them.

4. Conclusion

As indicated, we know the psychological action of underachievers in English class and give the solution to them. But if it is possible for teacher to give more chance to the student of low achievement in class, we should consider it. For the whole class, teacher has its method and teaching plan. When teacher have more attention to underachievers, its schedule can not finish.

4.1 paying more attention to the underachievers      

So when teacher give chance and pay more attention to underachievers, he must limit the time. Otherwise, the class can not carry out in a plan. As indicated, teacher can not give more work or exercise to underachievers. They will not finish and become more negative in class. 

4.2 Caring about their family, impairment personality

In English class, teacher pays more attention to them, after class teacher should care about their family and also their impairment personality. So the communication with them will promote them to learning day by day, it can last for a long time.

4.3 searching for new strategy

Though we listed many solutions to help them, it seemed not efficient way to help them. And in English class, I often meet some underachievers’ behavior not good. Sometimes the solutions seem help a lot. But it is not useful for a long time. It seems we should find a new strategy for a long-time use. And we need the experts to research and investigate in schools. 

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