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2.1.2Creating cheerful learning atmosphere copyright paper51.com Cheerful learning atmosphere can be agood influence on students’ studying behavior. Students help each other. Theycould ask other students for help when they have some difficulties. They wouldfeel nervous when some students notice others studying hard. So they also studyhard. copyright paper51.com 2.1.3 Payingattention to individual difference of students’ emotion factor and take someeffectual solutions copyright paper51.com “Students have some individualdifferences in English learning, such as language aptitude, temperament,personality etc.”（张正东, 1999:61）“Languageaptitude is a natural ability for learning an second language. It could not bechanged. Temperament is a person’s nature, which influences their way ofthinking or acting. ” (Rod Ellis, 2000:73) Personality is the whole nature andcharacter of a particular person. Understanding students’ personality could improvethe level of teaching. Teachers should cultivate students’ good personality.Firstly, teachers should strengthen the concern for “Bad Students” to increasetheir confidence and reduce differences with “Good Students”. Secondly, “Teachersguide only a few students, and suit teaching to the aptitude of the students.For example, teachers could understand students’ emotion change throughstudents’ diaries. Keeping a diary is a common way that students express theirinner world. Especially, introverted students would show their experience andmind.” （林岚,2006:154）At this time, teachers should give helpand concern them in time. In the course of time, students may open their heart,and audaciously communicate in class. Classroom teaching will become cheerfuland improve teaching quality. 内容来自论文无忧网 www.paper51.com
2.2 Arousingstudents’ motivation in English teaching copyright paper51.com “Motivation is the factors that determinea person’s desire to do something. Various kinds of motivation have beenidentified; instrumental, integrative, resultative, and intrinsic.” (Rod Ellis,2000:75) Instrumental motivation should be chief and leading motivationaccording to the fact of English teaching in China. “Students may make effortsto learn English for some functional reasons ─ to pass examination, to get a good job, or to get a place atuniversity, and there are few people to just like English. Of course, there aresome people to study English in order to manipulate and overcome the people ofthe target language.” （Rod Ellis,2000:75）I conducted a survey about Englishteaching in Junior Middle School. I chose sixty students in Grade 3 ofJiangcheng NO.1 Middle School. According to the survey, 48.3% students learnEnglish in order to pass an examination and get a place at university, and31.7% students not only like English, but also to pass an examination. It hasonly 18.3% learn English because they like it and want to communicate withforeigners. It shows that most students learn English to pass an examinationand get a place at university. With the reforming and opening to the outsideworld, students open their sight. They realize the importance of learning English.But some students always have apprehensive psychology in English learning, andbring a bored feeling. Students’ learning motivation becomes weaker and weaker. http://www.paper51.com |