This paper puts the“marginal man”phenomenon as the research object, studying the causes and disadvantages of this phenomenon in middle school students English class, and putting forward the appropriate strategies to solve this problem in order to make students play their own part, actively communicate with the teacher and answer the teacher's questions.  Therefore, this research has a profound practical significance.

In the study, classroom observation and questionnaires are used to make a research on the English class fringe phenomenon in middle school. The results show that: marginal man phenomenon in middle school class does exist. In order to find out the causes, this thesis made a survey on some middle school students and analyzed the results from three aspects: external environment, students and teachers. Corresponding to the above three aspects, three solutions are provided. First of all, teachers should create a favorable teaching and learning environment. Secondly, the educational concept of English teachers should be enhanced. Finally, all kinds of means should be applied to improve the language ability of students and to help them build self-confidence.

2. Literature Review

The prototype of the “marginal people” theory is put forward by German sociologist George Simon in 1908:those who are living in a society, don't understand the social internal mechanism in a social group.”As a combination of linguistic study and social science，it is an interdisciplinary study lying between natural and social science which applies to the development of natural science as well as provides theories and methods for solving problems in language teaching. American sociologist Robert.park, in his eye, marginal man is "anxiety, maladjustment, eager to become a new group member but being excluded." In the field of education, many scholars have an in-depth study on the issue. American scholar Frank E.Williams studies the influence of the size of the school and has established five characteristics of the marginal students in 1964 from the perspective of education ecology.

In China，the serious and real research of fuzzy linguistics started in the late 1970s．Scholars in our country define marginal students as those who lack the academic ability background of knowledge and those disadvantaged students in the school The American scholar Brewer holds that the so-called marginal man is one from him/her social groups is the isolated, not really accepted by others; the second definition is people with borderline personality traits. Therefore, we think, marginal students involve a minority of students who are not accepted (caused by its psychological, personality, physical condition Etc.)by their teachers or, in other words, the teaching objectives in the process of teaching. They are different from underachievers in the academic achievement and common judgment standard of morality quality criterion. They can also be called the "invisible man", "outsider" in the teaching process.

Though much research has been carried out with great achievements in this area, we have noticed that the research interest has predominantly fallen on such aspects as marginal students of language use in general．Comparatively, there are not so many studies in regard to causal analysis and countermeasures of marginal students in middle school English classroom. What merits special attention in the future is to study marginal students in English class deeply and systematically．

3. Findings of the Investigation of the Phenomenon 

3.1 Observation of the Classrooms

In order to understand the current situation of middle school English class marginal students phenomenon, this study made two surveys through classroom observation method and through the questionnaire survey. Here are the results of analysis. The observed four class, three of whose atmosphere is depressing, there is only one class is relatively active. According to observation, every English lesson teaching activity is step-by-step like a set of formulation. What’s worse, teachers tend to give priority to conventional teaching methods. Students just listen or take notes without interaction between teachers and students. Only a few students are active enough to stand up to answer the teacher's questions. While if the English teacher is more passion with loud voice, the students can learn with more enthusiasm of students, and thus the whole class's atmosphere is so mobilized that students are more willing to actively cooperate with classmates in teaching activities and take the initiative to answer the teacher's questions.