[摘 要]

初中学生处于身心迅速发展的重要时期，其思想和行为常常表现出不稳定性和动荡性。英语是中国基础教育阶段的必修课程之一。初中学生在学习英语时，这种不稳定性和动荡性引起大多数学生的学习分化。本文试着从学科特点及教材因素、初中学生自身的内在差异、初中英语教师自身的素养、家庭环境等诸方面对初中学生英语学习“两极分化”的原因进行了探究。

[关键词]初中 英语 学生 两极分化 原因 探究

Abstract:

Junior middle school students are in the prime of mental and physical development，which means they constantly show instability in both their behavior and thought．When it comes to the learning of English，one of the most important compulsory courses at the stage of elementary education in China, this instability entails a division of learning in a majority of individual learners. This paper reports and analyses the results obtained from a questionnaire survey conducted by the writer of English learning of the junior high school students, and further analyses the causes of the polarized differences from the following aspects: the characteristics of English study, inherent differences from the students themselves, parents' attention to their Children's Learning English, teachers' influence on students' English study.

Key words: junior middle school; student; English; polarization; causes; study

1. Introduction
With the deepening of the new curriculum and curriculum adjustment, many students in the elementary school began to accept the English Enlightenment. Although the junior High school students' mind and body are growing rapidly, they are still in the period of juvenility and instability, and representing an impulsive, occasional changeable behavior. Not only the polarization of English learning among the junior high school students prevails, but also polarization takes place earlier, at a higher percentage and to a more serious extent. [1]In the foreign language learning (FLL) research, the studies on individual differences among students are still in its early stages. [2] The whole group of studies is referred to as individual differences (ID) research, and elicited from two evident reliable observations that some individuals are more successful than others in mastering the language even though the language learning are mastered more easily than others for a particular individual. [3] ID research tends to answer the following general questions: 1) in what aspects and in what way do students differ? 2) What effect will these differences exert on their learning outcomes? 3) How do these differences affect the process of foreign language learning? According to this, the variable, which is found to account for the variances in the language learning achievement, should be classified into one of the members in individual differences.