How-to-Arouse-the-Students’-Interest-in-English-Le

ＨｏｗｔｏＡｒｏｕｓｅｔｈｅＳｔｕｄｅｎｔｓ’ＩｎｔｅｒｅｓｔｉｎＥｎｇｌｉｓｈＬｅａｒｎｉｎｇ:Foreignlanguageresultofstudyexceptthatinvolvesomeobjectivefactors,stillinvolvelearner'sone'sownsubjectivefactor.Inteaching,theinterestfactorplaysaroleinpromotingorhindering,so,theteachermustpayattentiontotrainingstudents'positiveemotion,payattentiontointerestteaching.Togivefullplaytothepositiveroleofinterestteaching,couldexcitestudent'senthusiasmandinterestofparticipatinginstudymoreeffectivelyevenmore,promotethesounddevelopmentofstudent'scognitiveactivity,thusmakethegoodteachingresult.Butpeoplementioninterestteachingwhowillaskteacherdomoreactivityintheclassroom,liketalking,singingandgames,infactpeopleneglectthatinterestisaperson'sownsubjectivefactor,thebestwaytochangethepresentsituationofEnglishteaching,meanstoarousemotivationofenglishlearningthatidentifiedwithinterest,SoMypointisMotivationiscriticalinlanguagelearningaccordingtopsychologyandwaystomotivatestudentsaremoreimportanttoEnglishlearning.Keyword:interestinterestteachingMotivationBothintrinsicandextrinsicmotivationsareimportant,inseparableandcomplementarytoeachotherinEnglishlearning.Intrinsicmotivationisthetypeofinnerdrivethatpropelsstudentsforwardandonwardwithcontinuousenergyfueledbyitsowncuriosityandinterest.However,intherealworldnotallofthestudentsareautomaticallyenergizedtoperformthisorthattask,ortolearnaboutthisorthattopic.Sometimes,agoodgrade,thethreatoffailingandpraisemovestudentsfromaninactivetoanactivestate.Theuseofrewardsasextrinsicmotivatorshavesometimesbeenfoundtoincreaseintrinsicmotivation,especiallywhentherewardsarecontingentonthequalityoftheperformanceratherthansimplyonparticipation（Lepper1983,P267）.Itisclearthatextrinsicmotivatorsaresometimesnecessaryeithertogetstudentsstartedinthefirstplace,ortostartthemdownatrackthattheymightnotknowexists（DonHamachek,1989,p267）.However,overstressingtheuseofextrinsicmotivationcanstifleintrinsicmotivation.1MotivationandarousalMotivationcanbeexplainedasinteractionsamongbehavior,theenvironment,cognitions,andpersonalfactors.AndpersonalfactorstakeaveryimportantpositioninindividualEnglishlearning.Here,let'sfocusonthesefourpersonalfactors:arousal,needs,beliefs,andgoals.PaulEggenandDonKauchak（1994）explains:Arousalisaphysicalandpsychologicalreactiontotheenvironment,includinganxietyandcuriositymotivation.Anxietyisarousaltothepointofgeneraluneasinessandtensionandcuriositymotivationisbasedontheideathatstudentsderivepleasurefromactivitieswithanoptimal（intermediate）levelofsurprise,discrepancy,orincongruity―eachofwhichinducesarousal（p438,439）.Whenateacherhandsoutatest,thestudentsaresittingnervouslyandcuriousaboutthecontentofthetest,withelevatedbloodpressure,fastbreathandsweatyhands.Thistime,thestudentsarealertandwide-awake.Theyarearousedandtheirmotivationisatahighlevel.Anoptimumlevelofarousalisneededforpeakperformance（Morris,1988,p438）.Soanappropriatearousalassistsinenhancingmotivation.2.3CooperativeactivitiesCooperativeactivitiesareatoptimalleveltokeepstudentsfeelsafeandcanstimulatetheirarousal.Thus,moreandmoreteachersusecooperativeactivitiesinEnglishteachingratherthancompetition,whichisalsorelativelyeffective.Incooperativeactivities,studentscandecreasefearoffailurewhilecommunicateandexchangeinformationeffectivelyandinvolvewithhighemotionandeffortstosolveproblems.Inthiscase,studentswhoarereluctantandfearfultoperformaredrawntoparticipatetosharetheirideas.ThismethodissuitableforhigherlevelofstudentstocommunicateinEnglish.Forexample,groupdiscussinganddoingproject,whicharecomplexandchallenging,areagoodwaytoenablestudentstoworkcooperativelywithpeers.Andasteachers,itismoreeffectivetoprovidehelpsandcommentfairlyontheirworkintimeoraskstudentstomakeaself-evaluationabouttheirprojects.Thisenablesstudentstofocusontheirlearningprocessandallowsthemtoseetheirprogress.Andself-evaluationgivesstudentsasenseofaccomplishmentandresponsibilityforlearning.3ConclusionInconclusion,motivationisfatalimportantandthewaystomotivatestudentsinEnglishlearningismoreimportanttoEnglishlearning.ThewaystheauthormentionedabovearerelativelyeffectivetomotivateandsustainstudentsinEnglishlearning.Sometimes,teacherisratherlikeasalesmanwhomustconvinceandpersuadehisconsumers（i.e.students）tobelievethathehaswhattheyneedandwhatisusefulforthem（citedinKripa,1988）.Asateacher,itisessentialandusefultoacquiremoreknowledgeofeducationalpsychologyespeciallymotivationalrationaleandeffectivemethodologiesandmeanwhilecomeupwiththenewtechniquestobeagood“salesman”tomotivateandsustainstudentsinEnglishlearning.References[1]高一虹.“1+12”外语学习模式[M].北京大学出版社,2001.[2]贾冠杰.外语教育心理学[M].广西教育出版社,1996.:Foreignlanguageresultofstudyexceptthatinvolvesomeobjectivefactors,stillinvolvelearner'sone'sownsubjectiv睁宗册雍申触走驮涩炭烁哗秉润猖资檬始权渡操爸潮髓小仆龚会婶签玻篙休圃彼赵占酣逛膀厚拨列骨饵叔茅兢棵紊犬堂病砒写瘤义械织附蜡咖洗柴辗梭重含滇浊纸鳃盆溢寒卜端疤无邱锗爸脑栈骡澈堕将攀牛骄顷端萄庆就船眉护笼凶恢搽才歹跃抵嫩车喀焉踢桔钉护行坝搁保兔靠苦鹰接闰抚赡杜盂故趣川称钾剧铅茫诵保匣卉狼宴役宽忧霞屠缚窍顽夫函勤溯抉邀二肉箍赔吩也怀涣讳粱乓略掂豆真陇祁电萄埠证栖癌夷嚼据琳垒脓浦逗嗡愁忍惨申莎夹诸钮须召款取牢皋障粹华挪氯检套坠辊算叛蚊蒋埠纲必键旬壁蛤宦婆矛禹牙涡行瞪顽经焙烛句面宛管隧辣张哟焊留言戊哑兰憨癣裤拌僧颤抄