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The classroom is the main venue for student learning , subjectivity education principles and requirements of the new curriculum ideas we attach importance to the students ' participation in the learning process , attention to the feelings and experiences of students in English class , and English students with learning difficulties often in English class some do not participate in behavior . In this study, based on reference to a lot of literature on class participation , student classroom participation is divided into acts participation, emotional involvement and cognitive engagement . In order to understand the English school participation of disabled students in the classroom as well as to explore the reasons for lack of class participation , in order to better promote English learning disabled students to actively participate in the classroom to provide valuable information , this study questionnaires, interviews and other research methods , the school first grade 10 English students with learning difficulties as an object of study , conducted a year-long study by classroom observation , interviews as well as \English class participation of students with learning difficulties : in terms of behavior involved in , they more easily than other students to be negative participation behavior , such as speech , the play has nothing to do with the classroom , something (such as a sheet of paper , a pen , etc.) , trance ; emotional involvement , positive emotional involvement is relatively small , and the more negative emotional involvement ; cognitive participation performance limited memory , cognitive and shallow imitation participation , understanding and flexibility in the use of deep-seated recognition known to participate in very few . The study found that it is a negative emotional experience and shallow cognitive engagement so that they are often prone to negative behavior to participate . English students with learning difficulties class participation main reasons : First, with the cognitive aspects related factors such as attention , student prior knowledge reserve status and learning strategies ; with the emotional aspects such as their English interest in learning , motivation , learning attitude , anxiety .
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