同时，高中英语学困生也得到了更多的关注。
Meanwhile, the Low English Proficiency Learners have received more concerns.
本论文拟从词汇学习角度调查、分析英语学困生。
This paper investigates and analyzes English underachievers from vocabulary learning.
第二部分，则根据班级社会学的归因分析提出初中英语学困生的转化策略。
Part Two, based on the analysis on the causes from the perspective of classroom sociology, proposes strategies for the underachievers' improvement in learning English in junior high school.
第二部分在成因分析的基础上，以班级社会学的视角提出初中英语学困生具体转化措施与策略。
Part One, from the perspective of classroom sociology, lays emphasis on the categorization of causes of the difficulty of some junior high school students in learning English;
结果显示：阅读策略指导在一定程度上增强了英语学困生在学习过程中的策略意识，提高了学困生的阅读水平和阅读成绩。
The results show that reading-strategy instruction, to a certain extent, not only improves the score and level of reading but also enhances students' awareness of strategy.
最后，笔者从英语学困生的个体转化实例中得出结论：促进学困生的自我教育是转化的关键，要给学生积极的期望和信心。
The writer draws a conclusion that since promoting self-education is the key to transforming ELD students, we should give students positive hope and faith.
因此，笔者通过调查重点高中英语学困生的形成原因来说明在高中英语的学习过程中，上述因素在导致学困生出现的过程中所起的作用。
So this paper does a research into the reasons why some students in a key high school become the English underachievers, and de.
词汇教学是“学困生”英语教学必须突破的重点，却一直面临着困境。
The teaching of English words has long been the key point and also predicament of those students who are poor in English.
同时本研究还证明，对学困生进行专门的策略指导总体上对学困生英语学习具有积极的影响。
In addition, this study also proves that reading-strategy instruction has a positive impact on slow learners to study English.
本文结合笔者在中学英语教学中的实践，浅谈对学困生学习缺陷成因及转化策略的体会。
In this paper, the author of English teaching in secondary schools in the practice of Poor Students on cause of learning deficiencies in experience strategy and transformation.
本文结合笔者在中学英语教学中的实践，浅谈对学困生学习缺陷成因及转化策略的体会。
In this paper, the author of English teaching in secondary schools in the practice of Poor Students on cause of learning deficiencies in experience strategy and transformation.
应用推荐