How_to_Improve_Students’_Interest_in_English_Learning

HowtoImproveStudents’InterestinEnglishLearningIntroductionEnglishteachingisnotapieceofeasywork.Especially,manystudentsarelosingtheirinterestandshowingnegativeattitudetowardsEnglishlearning.Teachersarealwayscomplainingthatitishardtoimprovestudents’scoresandthestudentsaretoolazytolearnthewords,recitethedialoguesandfinishtheexercises.Tosomedegree,theeffectivewaytomaketheEnglishteachingandlearninggosmoothlyistoimprovestudent’sinterestinEnglishlearning.Einsteinoncesaid“Interestisthebestteacher.”Interestisakindofdirectmotivationtopushstudents’studies.ThatmeansinterestplaysanimportantpartinEnglishlearning.Astotheteacher,itisworth-whiletoimprovestudents’interest.Itcanmakethestudentsconcentrateonwhattheyarelearningandthinkactively.Englishlearningisquitedifferentfromothersubjects’learning.Itisaforeignlanguageandthereisnotagoodenvironmentforthemtolearn.Relativelyspeaking,Englishlearningisratherdull.Especiallylearningsomanynewwordsbyheartisahardnuttocrack.Asaresult,alotofstudentsareafraidofit.Soitisteachers’dutytomotivatethemtolearnactively.Teachersshouldsparenoeffortstoarousethestudents'interest.1.  BuildaHarmoniousRelationshipwiththeStudentsThereisanoldChinesesaying,“Ifonlythestudentsareclosedtoteacher,theywouldlovetheteacher’slesson.”Inotherwords,whenthestudentslikeandclingtotheteacher,theywilllovethesubjectthattheteacherteaches.Therefore,tocarryoutteachingandlearningsmoothly,teachersshouldbuildaharmoniousrelationshipwiththestudents.Allofthestudentsareequalandtheyhavethesamerighttoaccepteducationalschool.Soteachersshouldtreadeachstudentequallyandhavetomakethestudentsfeelthattheyareasimportantasanyotherstudentsinteacher’seyes.Moreover,teacherswindignityandrespectfromthestudents.Meanwhileteachersalsoneedtomakefriendswiththestudentsequally,communicatewiththemandknowthemwellwithbothlifeandstudy.Itisanannoyingthingthattalkingaboutthestudybutnothing.Teachersshouldspareaneyeonstudents’life,too.Agoodstudycan’tbeapartfromasteadylife.Whenthestudentsfeelitgladtotalkwiththeteacher,theywilllovetolistentothelesson.Especially,Englishneedtomakedialogues.Whenteachersandstudentsareclosedenough,theywillfinditeasytotalkwiththeirteachereasily.Besides,givingthestudentsmorepraisethancriticismwillwinsurpriseharvest.Praisehelpsstudentsmakeconfident.Oncethestudentsbuildconfidenceinonesubject,wouldtheybeinterestedinit.Teachershouldgivemoreencouragementandpraisetothestudentsratherthansomestrictandcoldwordsonthem.Whentheymakealittleprogress,praisedwordscanbegiventothem,suchas,“Goodjob”,“Welldone”,“Youareclever”,“Wonderful.”,orgivebighandsforthem.Theywillfeelgreatandwillmakegreatereffortinit.2.  OrganizeEffectiveLessonsThegreatpartofEnglishlearninginprimaryschoolishavingclass，becausestudentsinyoungagearepoorinlearningbythemselves.TheyrelyontheteachertoleadingthemtotheEnglishworld.Asaresult,itisteachers’responsibilitytogiveeffectiveclass.ToorganizeaneffectiveEnglishclass,teachersneedtomakesomecreationbasingonstudents’Englishlevel,character,interestandunderstanding.2.1DesignWonderfulLessonsPreparingworkgoesbeforeeffectiveclass.Teachershavetopreparethelessonwellisbeyonddoubt.Agoodpreparationbasesontheteachingmaterialaswellasthestudents.Teachersshouldlearntheteachingmaterialsthoroughlyandunderstandthestudentswhoaregoingtobegivenlessonwell.Besides,aclearteachingproceduremustbeborneinmind.Thatmeansteachersneedtobefamiliarwiththecluesandmakesurethattheclasswillbecarriedoutstepbystep.Agoodlessonnotonlymeansthestudentsgrasptheknowledgewellbutlearnitinaneasyandvividway.Thenitasksfortheteacherstocreatesomeeffectivemethodstopresentthelessonandusefulwaystoconsolidateit.Thisstepshouldbefinishbeforethelesson.Itisanassuranceforanvividlessonwhichcanarousestudents’interest.2.2CreateEnglish-learningAtmosphereEnglishisaforeignlanguage.Studentshavelittlechancetohearandsayitoutofclass.AsfarastheEnglishlearninginprimaryschoolisconcerned,mostofthestudentsrelyontheteacherleadthemtotheEnglishworld.Languagelearningcannotgowithoutatmosphere.Duringtheclass,teachersshouldcreateEnglish-learningatmosphere,whichhelpsstudentslearnEnglisheasily.UsingEnglishclassroomlanguageasmuchaspossiblyisacommonway.ItwillofferthestudentsthegreatestchancetohearEnglish.Withthelimitationofstudents’vocabulary,teachershavetosimplifytheteachinglanguage.Thebodylanguagehelpsalot.Teacherswouldusefacialexpressionsandbodymovementtomakethestudentgetthemeaningeasily.Theywillpossiblyfinditinterestingandimitatetheteacher’stoneandfacialexpressions.ThatwillmakethestudentsimmersethemselvesintheEnglishworldandhelptomaketheclassvividly.Besides,atthetimeoflearningsentencesanddialogue,teachersneedtocreatesomerealconditionsthatclosetolife,whichcanreducethedifficultyandarousestudents’interest.Learninghavearelativerelationshipwithlife.Soteachercanmakesomevividcircumstance,andencouragestudentstoimitatetheexampletocreatearealshow.GivingalessoninPepBook5unit3Whatwouldyoulike?Itisagreatideatocreateacanteenwithwaitersorwaitressesandcustomers.Thenbothsidescanpracticethesentencesstructures,“Whatwouldyoulike?I’dlike…”inavividatmosphere.Furthermore,itiswidelyacknowledgedbymanyEnglishteachersthatplayinggamesisausefulmethodinEnglishlessons.Itnotonlyarousestudents’interestbutalsopracticethelanguagepointsinarelaxways.Thereisnoneedtoexplainitindetails.Lastly,Songs,accordingtomanyscholars,canbeanefficientinstrumentinaforeignlanguageteaching.EnglishsongsplayagreatroleinmotivatingstudentstolearnEnglish.Theycanbeusednotonlyforpurposefullanguagepractice,butalsoformotivatingstudents'interestsandenhancingstudents'involvementinlearningEnglish.SoteacherscantrytousesongsintheirEnglishclasses.3.  DesignDiversityofHomeworkHomeworkplaysanimportantpartinEnglishlearning.Itcanhelpthestudentsconsolidatethelessonsthatlearntinclass.Itisreasonableforteacherstodesignhomeworkforstudents.However,allthestudentsarenotwillingtodohomework.Someofthemfindthisorthatexcusetoescapefromdoinghomework.Ibelievethateveryteacherhasevercomeacrossthatsomestudentsdon’thandintheirhomework.Fewofusfindsomeclevermeanstomakethestudenttotallywillingtofinishthehomework.Monotonoushomeworkmaycontributetostudents’interestinEnglishlearningdeclined.Teachershadbettertodesigndifferentkindsofhomeworkforstudents.Copytheletters,wordsandphrasesdayafterdayisnotawisewaysforstudentstolearnEnglish.Atthetimethestudentsbegintolearnthe26letters.Ofcourse,theyhavetocopythelettersagainandagain.Butwealsocanofferanotherkindofinterestingandeasyhomework.Likecollectingwords,signswhichcontainacertainletter.Theycanshowandsharewithclassmatesandteacher.Andtheteachercanoffersomelittleprizeforthewinner.Inanotherway,teacherscanaskthestudentstomakeakeyboardwiththerightwrittenform.Itcanhelpthestudentsdistinguishtheprintedformfromwrittenform.Whenthestudentshavetolearnverbphrasebyheart,theycanmakeabookletwithpaintingandphrasesorsentenceinit.Teacherscanputupthebeautifulonesintheclassroom.AnothertypeofhomeworkisforpracticinglisteningandspeakingEnglish.Incommoncase,teacherwillaskthestudentstolistentothetapeandreadthelesson.Butfewstudentsdoreadandrememberthelessonwell.WeemphasizeagainandagainthatEnglishisakindoflanguage.Welearnjustforsaying.Whynotdesignakindofhomeworkthateachstudentsaysonesentencetotheteachereveryday.Itcouldbeagreetingorquestionandgetananswerfromtheteacher,oradeclarativesentencetotellathingoratruth.Thismustbemoreinterestingandpracticalthanreadoutthedialoguesbytimes.ThestudentsmaybeexcitedthattheycanuseEnglishtotalkwiththeteacher.Ifconditionpermit,teachercandemandthestudentstowatchDisneycartoonstoremembersomeshortandeasydialoguesasmuchaspossibleandsharewiththeclass.Moreover,someEnglishpuzzlesandcrosswordscanbeintroducedtothestudents.Designingnoveltypesofhomeworkforstudentsdoesn’tmeanthatteachershavetodiscardthetraditionalhomework,likecopyandreading.WejustaddsomenewelementstothemonotonousEnglishhomeworkandmeantostimulatestudents’interestinEnglishlearning.Moreover,wealsocanofferseveraltypesofhomeworkindifferentleveltomeetdifferentstudents’need.Studentsmakeafreechooseaccordingtotheirownability.Atthesametimeteachersshouldencouragestudentstofinishasmuchaspossible.Inthisway,homeworknotonlyhelpsthestudentstoconsolidatetheknowledgethatlearntinclass,butalsostimulatestheirinterestinEnglish.ConclusionGenerallyspeaking,interestisagreatauxiliaryinEnglishteachingandlearning.Itisworththetroubletoarousestudents’interestinEnglishlearning.Thisthesisonlytalkssomesuperficialwaystoimprovestudents’interestinEnglishlearning.Teachersshouldcreatesomeappropriateteachingprocedures,atmosphere,conditions,anddesignhomeworkdifferentfromschooltoschoolandfromstudenttostudentsothatstudents’interestcanbestimulated.AlltheseworkmainlymeanstoimprovetheefficiencyofEnglishteachingandenhancestudents’Englishlearning核心提示：InEnglishteachinghowtostimulatestudentsinterestinlearningEnglishInEnglishteachinghowtostimulatestudentsinterestinlearningEnglish Abstract:InthenewcurriculumstandardsformiddleschoolEnglishteaching,teachersshoulddevelopandmaintainstudentinterestinlearningthicker,shouldgrasptheopportunitytorenderEnglishclassroomatmosphere,leadtostudentinterestandcuriosity;fullstudymaterials,carefulpreparation,Theincreaseininterestinteaching;focuson"people-oriented"studentsplaythemainrole;establishanewrelationshipbetweenteachersandstudentsattachimportancetoemotionalcommunication,tocultivateaninterest;carryoutwide-rangingvarietyofextra-curricularactivitiesinEnglish.Keywords:MiddleschoolstudentinterestinlearningEnglishInterestisthebestteacher.AsuccessfulEnglishteacherinteachingstudentsconsciouslydevelopalastinginterestinEnglish,encouragingstudentstolearninabetterstateofbeing,sothattheyenjoylearningEnglish,goodscience,sociology,scienceforgetme,neverbored.Therefore,classroomteachingmethodsmustbeconstantlyupdated,withflexibleteachingmethods,organizingstudentstoawiderangeoflanguagepracticeactivities,studentspracticebyvariousmeanstostimulatetheenthusiasmtoenhancestudentinterestinlearningEnglishtrainingtoenablestudentstobecomeinterestedininpractice,power,andinthelongprocessofteachinghasalwaysbeentomaintainthisinterest,forlanguagepracticetoprovideanendlesspower.Howtoimprovestudentinterestinlearningthenewcurriculumstandardstocompletethetask,Ihavesomeinsightsinpractice.1,grasptheopportunitytorenderinEnglishclassroomatmosphere,causingthestudentsinterestandcuriosity.Thebeginningofaparticularstudent,justenteringthesecondarylevel,withplayfulchildishlovetosaytheynothingtofear,daresay,goodmove,astrongdesiretonoveltydivergent.Therefore,wemustcapitalizeonthetrend,nottheblindpursuitofclassroomdisciplineinordertocombattheircuriosityandthirstforknowledge.Class,theteacherasmuchaspossiblewiththecadence,tone,rich,humorous,fullofincentivesorsuspenselanguage,accompaniedbyfacialexpressionsandgesturestoorganizeclassroominstruction,givestudentstocreateanopenandrelaxedteachingenvironment.InaharmoniousrelaxedclassroomatmospherethatallowsstudentstoputmindWithlearningpleasantandnaturaltodaretospeakoutinEnglish,positivethinking,andconstantlyhavetodisplaytheirabilitytolearnEnglishandinterest.Therearealotofnewcontentmaterialrelatedtothelivesofthestudentsarefamiliarwith,soweshouldbeappropriatetoplacetheiractivitiesintotheclassroom,givethemthefreedomtodisplaytheirindividuality,stimulatetheirinterestinlearningEnglish,learningthenaturalinternaldrivingforcegraduallyincreased.Agoodbeginningishalfof1.Therefore,intheclassroomteachingbutalsospecialattentiontousingthefirst10minutesofclasstocreateagoodclassroomatmosphere(Warmingup).SingsomeEnglishsongssuchas1,tocarryoutsuchas"Letmeguess."Or"Followme."Andotherinterestingreviewofknowledge-basedgames,anactivepre-classatmosphere,thefunoftheirEnglishclass,triggeringthecuriosityofstudents.2,fullofteachingmaterials,carefulpreparation,anincreaseininterestintheteachingprocess.Teachers,learningmaterialsandcontentofthetreatment,1asiseasytodifficult,gradual,takingintoaccountthestudentstostimulateinterestinlearningtheextentof1setsothatthestudentsthoughtisalwaysinapositivestate,sotheirinterestingradualupgrade.Followedbyincreasedinterestinteaching,thediversityofteachingmethodswillalsohelptomaintaininterestinthestudents.Languagematerialspresentedbefore,teachersfindawayforstudentstocreatenovelKexinscene,whichattracttheattentionofstudents,thenthetransitiontoatextbookbythesceneunfoldingscenariothesametime,rationaluseofmaterialobjects,pictures,wallcharts,Jianstrokes,liverecording,multimediacourseware,sothatthescenetoberenderedevenmoreintuitiveandinteresting.Forexample,Professorduringthetext,theteachercanbedownloadedfromtheInternetinEnglishlistening,speaking,readingandwritingmaterials,self-madecoursewareforteaching,throughsound,light,theperfectcombinationofpower,withthevividimageofthetruepicture,beautifulandmovinglanguageandmusic,toenrichtheimaginationofstudentsandstimulateinterestandcuriosityofstudents,enhancetheirmemoryeffect,inordertoachieveteachingobjectivestoachieveteachingobjectives.Forexample,teaching"DoyoulikeBaozi?"Thisisacontent,thewritersuseofphysicaldisplay,coursewareinteachingmethodsforstudentstousecommonfoodsinlifepractice,arousedgreatinterestofstudents.Greetingthedawnofthe21stcentury,weenterthedigitalinformationage.CAIhasbeenatthestartofclassesinthehigh-quality,modelclass"performance,"theofficialmovetotheclassroomteaching,especiallyEnglishlanguageteachingtoinjectfreshblood.Englishlanguageteachingclassroomatmosphereofharmonyandefficientcreation,thegreaterstudentbodyoftheplay,toenablestudentstoactivelyparticipatein,mouthandbrainincreasedwiththeinterestinlearning.TheultimategoaloflearningEnglish---EnglishcommunicativecompetenceofstudentsintheclasstoreflectmodernEnglish,culturalbackgroundknowledgeisdeeperpenetration.Thetaskofpromotingthenewcurriculumstandardsbasedapproach,butalsoenhancetheenthusiasmofstudentslearningEnglish.Materialsforteacherstofullystudy,seriouspreparation,anincreaseintheteachingofEnglishlessonsfun.3,thefocuson"people-oriented"studentsplaythemainrole.Oftenemphasizetheteachingofthepastthedominantteachersandthestudentssimplyastheobjectofeducation,ignoringthedominantpositionofstudents;thestudentscanfillthemindasacontainerofknowledge,neglectofteachingcharacteristics,ignoringthestudentinitiative.Primaryschoolteachersshouldbeseenasagrowthpotentialoflife,bearsthemaindevelopmentoftheinternalmechanisms,recognizingthatthepurposeofteachingstudentsistodevelopthepotentialmechanismsdrivingthedevelopmentofitssubject,sothatgrowth,maturity."Peoplefirst"philosophyintheeducationsectormoreandmorepopular.Intheeducationalprocess,studentcenter,givefullplaytothesubjectivityofstudentshavebecometheteachersenthusiasticteachingmethods.Languageacquisitionresearchandforeignlanguagelearningstudieshaveconfirmed:nolongerthefocusofforeignlanguageteachingshouldbe"whatweteach,"andshouldbe"Howdowecreatetheseconditionsforclassroomteaching."Newcurriculumstandardsemphasizethatstudents"cando",soweintheteachingprocessshouldfullyreflectthestudentsinitiativeandcreativity,enhancetheirabilitytouseEnglish.JustasBrunerputsit:"theteachingprocessisonekindofquestionandproblem-solvingactivitiescontinued."Therefore,weshouldbemoreroomforcreativethinkingforstudents.Thisrequiresteacherstobegoodatguidingstudentstothink,discuss,answerquestions,ratherthanlimitingthestudentsthinking,passivelygoalongwiththeteacher.Forexample,theteachingof"Asktheway"1content,theauthoravoidedsothatstudentsintraditionaltoexplainthestatusofpassivetype,andlostuseofmultimediapresentation,askafewon-sitescenarios,andthenaskthequestion:Assumingthatyouwillaskhowto,guide?Studentsub-groupdiscussion(Group-work),theneachgrouptoreporttotheclass,afterthemannerofcollectionofeachgroup,thenthemethodsandmaterialscomparedtomiddleschoolstudents.Afterlearningtoskills,butalsoallowstudentstocontacttheschool,thespecificgeographyoftheregion,wroteandperformedthesceneask.Inteaching,studentsareverypositive,andsome"Asktheclassroom",some"Askthebookshop",theres"AsktheWC",theatmosphereparticularlyactive.Thisonecametofullymobilizethestudentbodyandcreativitytohelpthemoutoftheplightofthepassiveindoctrination,becomemastersoflearning.Teachingintheclassroom,wemightbeafan,"empathy."Studentsplacedinthemasterposition,sothatstudentsnaturallythinkinEnglish,veryactiveintheEnglishlanguageoutput,relativetothetraditionalindoctrination,closedteachingmethodscanbeimaginedintermsofstudentinterestinlearning.4,establishanewrelationshipbetweenteachersandstudentsattachimportancetoemotionalcommunication,traininginterest.Teacher-studentrelationshipisthebasicpremiseofhumannature.Ifeducatorsbelievethathumannatureislazy,lazy,andtheneedforstrictteachingstoenlightentheconscience,thentheauthorityofthetypeofteacher-studentrelationshipshouldbemosteffective.Thedignityoftraditional,teacher-studentrelationshipistheauthoritativereflection.Conceptofmoderneducationisthathumannatureispositiveandupward,withthepotentialforgrowthandprogress,thepurposeofeducationistodevelophumanpotentialandpromotethehealthydevelopmentofpeople,andauthoritativetypeofteacher-studentrelationshipwillundoubtedlystiflechildrenscreativityForceandendowments.Therefore,wemustestablishanewteacher-studentrelationship:(1)cooperationbetweenteachersandstudentstorequestsforcooperationineducation,teachersdonotconsiderthemselves,notthemeanstoenforce-rebuke,humiliation,complaintotheparentsandotherteacherstoforcestudentstoobeythewill.Compulsoryeducation,caneasilydamageachildsself-confidence,self-esteem,resentmentofteachersinchildrenandevenfear,ittendstostiflechildrensinterestinlearning.Cooperationmeansthatteachersandstudentsinthepersonalityiscompletelyequal.Conceptofthepastis:"Youwillnotlearn,Illteachyou;youdonotwanttolearn,Illforceyoutolearn."Nowtheideais:"Youwillnotlearn,Illteachyou;youdonotwanttolearnIattractyoutolearn.""attraction",is"thatchildrenenjoylearning,sothattheyarewillingtoteachersandchildrentoparticipateinjointactivitiestoteaching."(2)harmonyandharmoniousteacher-studentrelationshipistheemotionalconnectionbetweenteachersandstudents,loveisoneofthecoreelements.Loverequiresteacherstostudentsdevotedconsiderableenthusiasminallaspectsoftheirattention,forstudentswithlearningdifficultiesespecially.Loveistheteachersandstudentswillbeteachinginthe"I"and"you"relationship,intoa"we"relationship.Lovetheteachersandstudentstoobtaintheinterdependenceofhumanbeing,sharethejoysandfrustrationsofthetrouble.Harmoniousteacher-studentrelationshipisastrongdrivingforcetopromotestudentlearning.(3)interactionbetweenstudentsandteachersfromasociologicalpointofview,theteachingprocessisonekindofinteractionbetweenteachersandstudentsofhistory,natureandqualityofteacher-studentinteraction,inacertainextenttheeffectsofteachingplayadecisiveaffected,asinteachingactivities,teachersarealwaysgivenbytheconceptof1(suchaseducationalphilosophy,studentsview,Quality,etc.)todisposeoftheirteachingbehavior,influenceonstudents.Thestudentswillbeaccordingtotheirownvaluesandneeds,understandingtheimpactofteacherstoacceptandrespondinaction.Theresponseofstudentstostepintoareinforcedormodifiedtheoriginalteachersintheeducationalconceptandbehavior.Therefore,theteacher-studentinteractionintheteachingactivitiesconstituteapositivefeedbackmechanism.Positiveeffectcanbeenhancedthroughfeedback,youcanalsoexacerbatethenegativeeffects.Forexample:"apassionforteaching,therearewaystotaketheinitiative→students,improveacademicperformanceandencouragedteacherstobecomemore→spurmoreexcellenceinteaching."Thisisthepositiveeffectsofteacher-studentinteraction.(4)aharmoniousteacher-studentrelationshipXiao-ManZhusaid:"leavetheemotionallevel,notcastingthespiritualworld."Educationisacareerfullofemotionandlove,teachersshouldbemoreemotionalwiththeexchangeofstudents,astudentsclosefriendsevenwithstudentstoestablishMunvlikefatherandsonorsisterasteacher-studentrelationshipfraternalrapport,sothatstudentsthinktheteacheristhemosttrustworthyperson,thendonotsaynowiththeteacher,talkaboutnothing,toteacher-studentrelationshipbest.Notonlyistherelationshipbetweenteachingandlearning,butalsothoughtsandfeelingsofbothteachersandstudentsexchangeprocess.Teacher-studentrelationshipandconstraintsdirectlyaffecttheemotionalandthestudentswillaffectthestudentscognitiveactivity.1general,thestudentslikeacertainteacher,theclassroomatmospher