With the recent economic development in China, studying abroad has become a trend. Japanese language learners from various backgrounds have come to Japan. But the number of unmotivated students around the age group of 20, have rapidly increased in the past few years.
In this study, I analyzed how teachers deal with the problems from their Chinese students who repeat the same level at a Japanese language school, using modified grounded theory approach. Results revealed that, the structure of the teachers conflict and causal attribution of problems for the learners who re–take the same course.
Teachers put more effort with the students who find it hard to understand the lessons and try to motivate these learners but it doesn’t give results. Then teachers attribute its cause to the school and give up their effort.
It is required that the teachers devote themselves in their work and improve their method of teaching. To do this, it is necessary to remove the conflicts with learners who repeat the same level again. It is because that. the attitude of the teacher towards the students has a great influence on the attitude of the student towards his classes and also makes him yearn to learn more.
A teacher tries his best to motivate his student but when he fails, he accuses the educational system instead of himself. The system usually puts a lot of pressure on the teachers, asking them to follow the system’s curriculum. This puts the teacher in a dilemma and he is distracted.
So it is necessary that, the teachers and the school authorities plan together and make a curriculum that helps students who re–take the course to learn in a better way.