2.2.1 The Negative Effects of Linguistic and Cultural Differences

As is known to all, English and Chinese are two different language systems. The essential differences can be shown that the specific morphological changes and sentence structure in English and Chinese. Therefore, there are lots of mistakes in students’ English speaking and writing. China basically offer foreign language class in junior middle schools. Junior middle students’ awareness of linguistic and cultural differences is superficial. Undoubtedly, the mother tongue must have a certain influence on the new language system. In some places of China, students only begin to learn English. At this time, the mother tongue will affect to students’ learning in English. Many problems and differences will make students depressed. There are many English words that do not have the exact equivalent in Chinese, which greatly increase the difficulty of students’ English learning. When a foreigner like an American meet a Chinese with a beautiful dress, she will say like this, “You look so beautiful with this dress.” On this situation, the girl may say:“No, no, it is so ordinary.” In fact, the girl should answer “thank you” according to western culture. Besides, there are some sentences without subject in Chinese like “来了吗 ”. On the effect of Chinese culture, students often translate them into the sentences without the subject in English like “Have come yet?” The differences between Chinese and foreign language have a negative impact on students’ English learning obviously.

   2.2.2 Lack of the Good Habits and Learning Methods

After entering the junior middle schools, the changes of the course contents and systems require students to do corresponding adjustments in English learning. It is impossible if junior middle schools students still use the passive learning  in primary schools. Because some students lack the good habits and learning methods, for example, some students have no plans and methods in English learning, and others may not adapt the new environment well. What’s more, these problems make students be not interested in the English learning. So the learning plan is the guarantee of scientific use of time and improves the efficiency of learning. It enables students have consciousness in learning English, and overcomes blindness to make methodicalness. This method will change students from passive to active, and improve learning performance. But some students, especially pupils in grade one and grade two, they were just like a passive acceptance of machine, and have no initiative and enthusiasm. Therefore, it have less effect. When learning words and phrases, they always learn them by rote. Because some students’ pronunciation is not good, it is universal to have a lot of problems in words and sentences pronunciation. So students and teachers have to do something to change the situation.

Ⅲ. Solutions to Problems of Teachers

3.1 Innovations and Reforming

Middle school English teachers can achieve the new teaching theories, teaching methods and teaching targets based on the levels of their comprehension or understanding of the new curriculum standard, so we should dig deeply into the textbooks and make flexible processing and utilization to them. The curriculum target is detailed and standardized onto 9 different levels based on what students can do. It is a design which indicates the multi-level curriculum requirements by students’ capability levels and guarantees the standard integrated, flexible and open. Take level 5 for instant.

The requirement is a clear attitude towards English learning and the capability of reading policies based on the reading aim. It is not easily achievable because it is tough to be defined, and the teaching methods also have many changes and many new teaching methods come into existence. Student-centered method and network assistance is the useful and meaningful one. This method has been persified into many different methods with no much difference in recent years. Those methods are all student-centered. Researchers can see it from the course design, the teaching material design or the network textbook. And they are all centralized in students’ subject awareness and regard teachers as the guides. The core is to complete tasks, solve problems and analyze cases. It is a breakthrough from the traditional one-way conveying method. It is a method to share knowledge by inspiring, discussing and researching based on the whole language learning process combined with listening, reading, writing and speaking.