小学阶段是学生成长的基础阶段，小学高年级是初小衔接的关键时期，此时期也是学生生理和心理发展的关键时期。英语是全世界通用的国际语言，越来越多的国家和地区在基础教育小学阶段开设英语课。随着学生接触和学习英语的时间越来越长，一部分学生由于各种不同的原因在英语学习中出现了障碍，在小学高年级明显地显现出来，逐渐成为英语学困生，他们英语学习的问题不仅会影响当前和今后的学习，也严重的影响到他们身心的健康发展。本文旨在对这个现象进行研究，研究采用了文献研究法、问卷调查法和访谈法相结合的方式，在对国内外相关研究现状的分析和对相关理论基础的总结基础上，进行了实证研究。一方面，通过对小学高年级英语学困生的成因分析得出结论，造成英语学困生产生的原因分为学生内在的非智力因素和外在因素的影响，其中内在非智力因素包括：学生学习英语的兴趣和动机、学习习惯和方法、学习的意志品质等等，外在因素包括：教师的教学、家庭环境、学校和社会环境等等。另一方面，根据调查和访谈得出的结论获得了对学困生转化的启示，需要从教师、家庭和社会多方面着手，首先，教师需要尊重学生的差异，分析学困生的问题，和学困生建立融洽和谐的师生关系，采取适当的措施帮助学困生树立学习英语的自信心，培养学习兴趣，激发学习动机，培养意志品质，指导学习方法，对学困生的英语学习进行有序的研究，进而促进其转化；其次，家庭应该更多的关注孩子的学习状况和需要，努力创建学习型家庭；最后，社会努力建立良好的舆论氛围，学校、家庭和社会多方支持，达到有效地促进学生转化为目的。

Study in primary school is the basic stage for students. Year Five and Six is not only the important period for transition from primary school to junior high school, but the critical period for the physiological and psychological growth of students. English is becoming a widely used international language. More and more countries and region in primary schools set up English classes. Along with the students contact with English in the increasingly long time, some students appear learning disturbance for various reasons in the process of English learning. They are prominent in the primary school high grades. They become the students with English learning difficulties gradually. Their English learning problems will not only affect the current and future study, but also affected the healthy development of their mind and body seriously.This paper aims at the research on this phenomenon. There are literature research, questionnaire survey method and interview method in this study. In the analysis of domestic and foreign research present situation and the relevant theoretical basis on the basis of summary, empirical research. On the one hand, through the formation of high grade primary school students to learn English the analysis conclusion, causing difficulties in learning English reasons to influence students' non-intelligence factors intrinsic and extrinsic factors, including inherent non-intelligent factors: Students' interest in English learning and motivation, learning habits and learning methods, the quality of will and so on, the external factors include: the teacher's teaching, family environment, school and social environment etc.. On the other hand, according to the survey and interview the conclusion have been obtained on the transformation of students with learning difficulties of the enlightenment, put forward specific countermeasures of internal and external factors of poor students into high grade in primary school. From teachers, family and the society in many aspects, firstly, teachers need to respect differences of students, learning difficulty, and poor students establish harmony between teachers and students, to take appropriate measures to help the students build up confidence in learning English, learning interest, learning motivation, willpower, to guide the learning method, orderly study of students with learning difficulties in English learning, and promote the transformation; second, the family should pay more attention to children's learning conditions and needs, and strive to create a learning family; finally, she will try to establish good public opinion atmosphere, school, family and social support, to achieve the effective for the purpose of promoting students' transformation.