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【Abstract】This paper elaborates what is motivation of learning English and its importance in learning English. And this paper also elaborates the importance and necessity of stimulating students’ motivation of learning English through combining theories with concrete situations. With a lot of concrete examples, the paper elaborates seven methods of how to stimulate the motivation of learning English.
【Key words】motivation; teaching methods; stimulate; relationship
I Introduction
Motivation of learning English is an inherent motive power, a positive emotion that the students show in the process of learning English. It can make the students be keen on learning English in their own initiative. Though English is very difficult for students, if their motivation on English has been stimulated, they will overcome all the difficulties involuntarily which they meet in study, and then they will get happiness in learning English, which is good for their future study.
II. Importance of stimulating motivation of learning English
There are two main kinds of students: one is the students who want to learn English, I call this branch “I want to”; the other type is the students who have to learn English, I call this group “I have to”. “I want to” students learn English usually in very high spirits; they are rather active in learning English. “I have to” students lack motivation of learning English. Systematic theories on the motivation of learning languages have been forming since 1960s. Among the phoneticians, Canadians R.C. Gardner and W.E. Lambert are most representative. They divide the two kinds of students’ motivations above into these two kinds: integrative motivation and instructive motivation. They find that the language learners with integrative motivation are attracted by the communities who speak target language, they want to integrate them into the culture of target language, and so they always learn English faster and much better. The students with instructive motivation think that mastering a language is a tool of finding a good job, a bridge to higher education and a way to realize their own dreams and their families’ wishes. So they usually learn languages much less slowly and worse than the students with integrative motivation. So it is very important and necessary to stimulate students’ motivation of learning English and change “I have to” students into “I want to” students.
III. Ways to stimulate students’ motivation of learning English
As we know, the teacher plays a very important role in stimulating students’ motivation of learning English. So the teacher should think of ways to stimulate students’ motivation of learning English.
A. A large stock of knowledge：A large stock of professional and related knowledge of the teacher can stimulate students’ interest of learning English.
As a teacher, firstly, he should have a large stock of professional and related knowledge. If an English teacher gives his lessons in fluent English, beautiful handwriting and accurate expression, it will be a piece of case to arouse his students’ emphasis on his class. There is a proverb in China: The one who has profound knowledge can be regarded as a teacher; the one who has decent manner can be taken as a model. The first part focuses on this point. Rich related knowledge is an absolutely necessary quality of a teacher. Senior English is always related to other subjects, such as geography, history, political party system, national issues, and colonial rule and so on. If an English teacher doesn’t know these related knowledge and he couldn’t give right answers to the students’ questions, his students must feel very disappointed with their teacher, even they will lose their interest in learning English. So a teacher should enrich his knowledge continuously. If the teacher can collate extensively in his class, his students must be attracted by their teacher’s wide knowledge, they will also be confident and interested in learning English. For example, when a teacher gives a lesson about “Body language”, the teacher can introduce the differences between English speaking countries and our country on concept of value, ceremony and custom, family relationship and so on.
B. Good relationship between the teacher and the students：Good relationship between the teacher and the students can keep the students’ interest in learning English.
Good relationship between the teacher and the students can keep the students in best psychological condition. When a teacher communicates with his students, he is not only a teacher but also a friend for his students. So the teacher should approach his students on his initiative. As a teacher, he should know and care about the students’ life and health. He could talk to the students about their interest and their dreams in his spare time. If the teacher makes the students feel that the teacher is not only their teacher of knowledge but also their guide of thought, if the students find that their teacher really loves and cares about them, they would like to cooperate with their teacher’ teaching, which is good for stimulating students’ motivation of study.
C. Active class atmosphere and colorful extracurricular activities：Active class atmosphere and colorful extracurricular activities can stimulate students’ motivation of learning English.
In teaching, good quality of 45-minute class is encouraged now, but the teacher shouldn’t be the only speaker in class, he should make the students join in class. In order to activate the class atmosphere, many ways can be adopted: Playing roles; all kinds of questions and answers; correcting mistakes; making an immediate speech; holding some competitions games. In the following, the writer takes Unit 17 Great Women of textbook for senior one student for example, first, the teacher takes out a bottle of water, and he asks the students: “what’s this?”The students answer: “It is a bottle of water.” The teacher says: “Yes, it is a bottle of water. What do you think what the water is like?” Many answers are possible, even some students may demand in retort: “what do you think it is like?” The teacher answers: “I think that water is like women.” The students feel puzzled and strange. The teacher continues to say: “Jia Baoyu said that ’women are made from water and men are made from mud’.” Then the teacher writes the two sentences on the blackboard, seconds later, the teacher wipes “men are made from mud” off, and tells the students why she wipes the sentences off: “Class, today, we will learn Unit 17 Great women, so we just talk about women not men.” As a result, the atmosphere becomes much active. After that, the teacher tells students that a competition will be held. Firstly, the teacher divides the whole class into three groups. Secondly, the teacher describes characteristics or works of some famous women. The teacher asks the students to guess the name of the writers. The group which gives more right answers will be the winner. Facts tell us that these teaching methods are effective; the students’ motivation of learning is very high. And the teacher can complete the teaching expected content very well, the more important, the teachers’ teaching methods can be more colorful, at the same time, the students become more interested in learning English and they also enrich their knowledge in pleasure.
In order to stimulate students’ motivation of study, the teacher can hold colorful extracurricular activities for students. For instance, the teacher can teach the students some beautiful English songs in spare time; the teacher can teaches the students how to publish wall newspaper which is full of knowledge and interests, which can be used as teacher’s teaching aids; he can call the students to make English newspapers by themselves; he can also organize English Corner on campus so that the students learn English in a real environment.
D. Giving students encouragement and praise：Encouraging students, praising students can provoke students’ motivation of learning English.
In teaching, a teacher should learn to say “Good” to his students and trust that the students can learn English well. Students need to be encouraged continuously. Sometimes, only warm and trust expression in teacher’s eyes, encouraging words, even a positive and appreciative gesture can stimulate students’ responsibility of study. On the opposite, too much serious expression on teacher’s face and too much scolding will let the students be terrified by the sight of their teacher. The less advanced students need more encouragement from their teacher. In order to make the whole class make progress together, the teacher should help them find their confidence, help them find the effective ways of learning English and help them set up clear study aims. “Encouragement can create miracles.” Mr. Li told me. Mr. Li is an excellent teacher of No. 1 high school in Zunyi. He said that he had a class whose result of study was worst in the school at the beginning, most of the students lost heart to their study. Mr. Li did not agree with them, he tried his best to find his students’ advantages and helped them make a studying plan, three years passed; the class got the first place in the school.
E. Appropriate Tasks：The appropriate tasks can stimulate students’ motivation of learning English.
In task teaching, the teacher should give the tasks that are neither too hard nor too easy to students. Facing too hard tasks, the students’ enthusiasm of study will be dampened; even they will lose their interest. But facing too easy tasks, the students will pay no attention to them; treat their study leisurely. So appropriate tasks are necessary to stimulating students’ studying interest.
In order to stimulate students’ motivation of learning English, and fire the students with enthusiasm for study, the teacher should give appropriate tasks by considering the class that he faces and the students who he teaches. The appropriate tasks can stimulate students be initiative to think and to learn, thus they can supplement knowledge, form their own thought and improve their ability. And they will get the sense of achievement when they find the right answers.
（1）Giving tasks according to the students’ English level：The teacher should ask questions according to the students’ English level. The teacher should give more difficult and puzzled questions to the top students, thus the top students will show their ability and intelligence, at the same time, the other students can be enlightened from their answers, they will think about the questions, too, finally the whole class can understand about the questions better and acquire knowledge. The teacher should get easier and less complex questions to the students with poor English on purpose, so they can practice their oral English and improve their ability of English. In order to stimulate students’ interest in learning English, the teacher should proceed in orderly and in gradual ways in systematic guidance and in patience.
（2）Giving outclass-tasks according to the teaching content：The teacher should give appropriate out-class tasks according to the teaching content that the students can construct the new content and they can accumulate their knowledge through gathering materials in out-class time. When arranging homework, the teacher can use the traditional way: after giving lessons, then give the student some related tasks. Besides, the teacher can arrange homework in a new way: before giving lessons, give the student some related questions. The new way can make the students remember the new knowledge more deeply, and the result will be better. Though sometimes the students can get different answers, even wrong answers, but it is not important, the most important thing is that the students use their brain, and their visions have been extended, and they get a sense of satisfaction that makes them love learning. When using the new ways, the teacher should master the degree of difficulty. For example, when the teacher teaches the two words “interested and interesting”, the teacher can give some sentences in these two words, and ask the students find out the differences between the two words, and then the teacher can give them some explanations.
（3）Story materials：The teacher can make full use of interesting story materials to help students to accumulate their knowledge that the students find joy in learning English. When using interesting story materials, the teacher should choose the shorter ones, because the class time is limited, if the story is too long, the teacher cannot finish the teaching content. And the teacher should not use some unnecessary stories, as we know; interesting stories is served for the teaching, helps the teacher to stimulate the motivation of learning English. If the teacher always uses too many unnecessary stories, maybe at the beginning, the students are interested in them, but gradually, the students will feel very puzzled, they do not know why the teacher tells them so many stories. Therefore, the teacher should apply story materials reasonably.
（4）Appropriate number of tasks：The teacher should give some appropriate number of tasks. Because the students can concentrate on their study in a very short time, if the teacher gives too many tasks to the students, they will feel very bored; even they will hate English. If the teacher gives too few tasks to the students, the students cannot consolidate their knowledge that they have learned. So students can’t be given too much homework according to the teaching curriculum. In junior schools, teachers assign the students homework that costs them not more than one and half an hours. In the senior schools, teachers assign the students homework that costs them not more than two hours.
（5）Appropriate number of oral tasks：Giving appropriate number of oral tasks to the students can also stimulate the students’ interest in English. Firstly, the students have a strong desire to show themselves, if the teacher meets their desire of expressing themselves, they will be very happy in learning. When I was on the first day in my high school, our English teacher showed a box to us, and he asked each of us to write one topic which we are interested in on a piece of paper, then he put all the pieces of paper into that box. From then on, every class, he always gave one of us 3 to 5 minutes to talk about one of the topics in the box. We found that we loved this way and always looked forward to her lesson. Secondly, the teacher can get some information of the thought of the students about his lessons through their expressions, and then the teacher can improve his teaching methods, because the students will speak out their real thoughts unconsciously. Thirdly, the students’ oral English can be improved greatly through practicing. Finally, the students can get the sense of achievement from their improvement of oral English, which can encourage them to continue to work hard.
F. Designing “suspense”：In teaching English, the teacher should design “suspense” to students so that they will have wide study and the students can keep their interest in learning English.
Many excellent and experienced teachers are good at designing “suspense” according to the teaching content and make their students learn English with questions. Because the students are very curious, facing “suspense”, they are always eager to find the answer to the “suspense” so that they will try their best to find the answer. When they find that their answer is fit for the “suspense”, they will feel very proud that they are intersected in learning English; If their answer is not fit for the “suspense”, they will be eager to wait for the next “suspense” , then they will always focus on the teacher’s lessons.
G. Fashion elements in teaching：Adding more suitable and appropriate number of fashion elements into class can stimulate students’ motivation of learning English.
As we know, always following the fashion is not good, but considering the requirement of students to fashion, the teacher can adds suitable elements into teaching, which is good for stimulating students studying motivation. There is a common saying in China: However the cat is white or black, if it can catch mice, then it is a good cat. So adding fashion elements into class is good for teaching, and then it is a good means. For instance, the teacher teaches the two phrases: ‘be famous as’ and ‘be famous for’. Before class, the teacher can prepare a picture of Jay who is one of the most popular singers in China now. In class, the teacher attaches the back of the picture to the blackboard and describes Jay like this: “He is a handsome boy, he is famous as a singer, he is famous for his songs, such as Qi Li Kiang, YeQu and so on, and who is he?” The students answer in excitement: “He is Jay, he is my super star.” Next the teacher asks the students to describe Jay or other their favorite stars in phrases “be famous as” and “be famous for”. Several practices, the students not only remember the usages of the two phrases but also find out their differences by themselves.
As we know, the teacher plays a very important role in stimulating students’ motivation of learning English. So the teacher should think of ways to stimulate students’ motivation of learning English.But it is not enough to only know some ways and theories to stimulate students’ motivation. The teacher should know her students very well, for example, they teacher should know which of them are “I have to” and which of them are “I want to”. The teacher should know something about psychological characteristics and physiological characteristics of his students, the teacher should make full use of the teaching methods above. When carrying the ways out, the teacher should also be aware that it is important and necessary to add new knowledge in teaching.
IV. Conclusion
In conclusion, as far as the whole process of English teaching is concerned, only if the senior school teachers connect psychological characteristics and physiological characteristics of high students with concrete situations, can they stimulate students’ motivation and activity in the greatest degree and can they change “I have to” students into “I want to” students radically.
References
[1] 石中英等著.《教育学基础》[M].教育科技出版社，2000年7月第1版
[2] 安徽省教育学会.《素质教育理论与实践》[M].安徽人民出版社 , 1997年9月第1版
[3] 中华人民共和国制定.《英语课程标准》[M]. 人民教育出版社，2003年4月第1版
[4] 刘道义等. Senior English for China Students’ Book 1B [M]. 人民教育出版社, 2003年第1版
[5] 王蔷等著. A Course in English Language Teaching [M]. 高等教育出版社, 2000年7月第1版
[6] 刘儒德.《心理学教育基础》[M]. 教育科技出版社, 2002年第1版
[8] 教育部人事司, 教育部考试中心制定. 《教育学考试大纲》[M].北京师范大学出版社，2002年第1版
【Key words】motivation; teaching methods; stimulate; relationship
I Introduction
Motivation of learning English is an inherent motive power, a positive emotion that the students show in the process of learning English. It can make the students be keen on learning English in their own initiative. Though English is very difficult for students, if their motivation on English has been stimulated, they will overcome all the difficulties involuntarily which they meet in study, and then they will get happiness in learning English, which is good for their future study.
II. Importance of stimulating motivation of learning English
There are two main kinds of students: one is the students who want to learn English, I call this branch “I want to”; the other type is the students who have to learn English, I call this group “I have to”. “I want to” students learn English usually in very high spirits; they are rather active in learning English. “I have to” students lack motivation of learning English. Systematic theories on the motivation of learning languages have been forming since 1960s. Among the phoneticians, Canadians R.C. Gardner and W.E. Lambert are most representative. They divide the two kinds of students’ motivations above into these two kinds: integrative motivation and instructive motivation. They find that the language learners with integrative motivation are attracted by the communities who speak target language, they want to integrate them into the culture of target language, and so they always learn English faster and much better. The students with instructive motivation think that mastering a language is a tool of finding a good job, a bridge to higher education and a way to realize their own dreams and their families’ wishes. So they usually learn languages much less slowly and worse than the students with integrative motivation. So it is very important and necessary to stimulate students’ motivation of learning English and change “I have to” students into “I want to” students.
III. Ways to stimulate students’ motivation of learning English
As we know, the teacher plays a very important role in stimulating students’ motivation of learning English. So the teacher should think of ways to stimulate students’ motivation of learning English.
A. A large stock of knowledge：A large stock of professional and related knowledge of the teacher can stimulate students’ interest of learning English.
As a teacher, firstly, he should have a large stock of professional and related knowledge. If an English teacher gives his lessons in fluent English, beautiful handwriting and accurate expression, it will be a piece of case to arouse his students’ emphasis on his class. There is a proverb in China: The one who has profound knowledge can be regarded as a teacher; the one who has decent manner can be taken as a model. The first part focuses on this point. Rich related knowledge is an absolutely necessary quality of a teacher. Senior English is always related to other subjects, such as geography, history, political party system, national issues, and colonial rule and so on. If an English teacher doesn’t know these related knowledge and he couldn’t give right answers to the students’ questions, his students must feel very disappointed with their teacher, even they will lose their interest in learning English. So a teacher should enrich his knowledge continuously. If the teacher can collate extensively in his class, his students must be attracted by their teacher’s wide knowledge, they will also be confident and interested in learning English. For example, when a teacher gives a lesson about “Body language”, the teacher can introduce the differences between English speaking countries and our country on concept of value, ceremony and custom, family relationship and so on.
B. Good relationship between the teacher and the students：Good relationship between the teacher and the students can keep the students’ interest in learning English.
Good relationship between the teacher and the students can keep the students in best psychological condition. When a teacher communicates with his students, he is not only a teacher but also a friend for his students. So the teacher should approach his students on his initiative. As a teacher, he should know and care about the students’ life and health. He could talk to the students about their interest and their dreams in his spare time. If the teacher makes the students feel that the teacher is not only their teacher of knowledge but also their guide of thought, if the students find that their teacher really loves and cares about them, they would like to cooperate with their teacher’ teaching, which is good for stimulating students’ motivation of study.
C. Active class atmosphere and colorful extracurricular activities：Active class atmosphere and colorful extracurricular activities can stimulate students’ motivation of learning English.
In teaching, good quality of 45-minute class is encouraged now, but the teacher shouldn’t be the only speaker in class, he should make the students join in class. In order to activate the class atmosphere, many ways can be adopted: Playing roles; all kinds of questions and answers; correcting mistakes; making an immediate speech; holding some competitions games. In the following, the writer takes Unit 17 Great Women of textbook for senior one student for example, first, the teacher takes out a bottle of water, and he asks the students: “what’s this?”The students answer: “It is a bottle of water.” The teacher says: “Yes, it is a bottle of water. What do you think what the water is like?” Many answers are possible, even some students may demand in retort: “what do you think it is like?” The teacher answers: “I think that water is like women.” The students feel puzzled and strange. The teacher continues to say: “Jia Baoyu said that ’women are made from water and men are made from mud’.” Then the teacher writes the two sentences on the blackboard, seconds later, the teacher wipes “men are made from mud” off, and tells the students why she wipes the sentences off: “Class, today, we will learn Unit 17 Great women, so we just talk about women not men.” As a result, the atmosphere becomes much active. After that, the teacher tells students that a competition will be held. Firstly, the teacher divides the whole class into three groups. Secondly, the teacher describes characteristics or works of some famous women. The teacher asks the students to guess the name of the writers. The group which gives more right answers will be the winner. Facts tell us that these teaching methods are effective; the students’ motivation of learning is very high. And the teacher can complete the teaching expected content very well, the more important, the teachers’ teaching methods can be more colorful, at the same time, the students become more interested in learning English and they also enrich their knowledge in pleasure.
In order to stimulate students’ motivation of study, the teacher can hold colorful extracurricular activities for students. For instance, the teacher can teach the students some beautiful English songs in spare time; the teacher can teaches the students how to publish wall newspaper which is full of knowledge and interests, which can be used as teacher’s teaching aids; he can call the students to make English newspapers by themselves; he can also organize English Corner on campus so that the students learn English in a real environment.
D. Giving students encouragement and praise：Encouraging students, praising students can provoke students’ motivation of learning English.
In teaching, a teacher should learn to say “Good” to his students and trust that the students can learn English well. Students need to be encouraged continuously. Sometimes, only warm and trust expression in teacher’s eyes, encouraging words, even a positive and appreciative gesture can stimulate students’ responsibility of study. On the opposite, too much serious expression on teacher’s face and too much scolding will let the students be terrified by the sight of their teacher. The less advanced students need more encouragement from their teacher. In order to make the whole class make progress together, the teacher should help them find their confidence, help them find the effective ways of learning English and help them set up clear study aims. “Encouragement can create miracles.” Mr. Li told me. Mr. Li is an excellent teacher of No. 1 high school in Zunyi. He said that he had a class whose result of study was worst in the school at the beginning, most of the students lost heart to their study. Mr. Li did not agree with them, he tried his best to find his students’ advantages and helped them make a studying plan, three years passed; the class got the first place in the school.
E. Appropriate Tasks：The appropriate tasks can stimulate students’ motivation of learning English.
In task teaching, the teacher should give the tasks that are neither too hard nor too easy to students. Facing too hard tasks, the students’ enthusiasm of study will be dampened; even they will lose their interest. But facing too easy tasks, the students will pay no attention to them; treat their study leisurely. So appropriate tasks are necessary to stimulating students’ studying interest.
In order to stimulate students’ motivation of learning English, and fire the students with enthusiasm for study, the teacher should give appropriate tasks by considering the class that he faces and the students who he teaches. The appropriate tasks can stimulate students be initiative to think and to learn, thus they can supplement knowledge, form their own thought and improve their ability. And they will get the sense of achievement when they find the right answers.
（1）Giving tasks according to the students’ English level：The teacher should ask questions according to the students’ English level. The teacher should give more difficult and puzzled questions to the top students, thus the top students will show their ability and intelligence, at the same time, the other students can be enlightened from their answers, they will think about the questions, too, finally the whole class can understand about the questions better and acquire knowledge. The teacher should get easier and less complex questions to the students with poor English on purpose, so they can practice their oral English and improve their ability of English. In order to stimulate students’ interest in learning English, the teacher should proceed in orderly and in gradual ways in systematic guidance and in patience.
（2）Giving outclass-tasks according to the teaching content：The teacher should give appropriate out-class tasks according to the teaching content that the students can construct the new content and they can accumulate their knowledge through gathering materials in out-class time. When arranging homework, the teacher can use the traditional way: after giving lessons, then give the student some related tasks. Besides, the teacher can arrange homework in a new way: before giving lessons, give the student some related questions. The new way can make the students remember the new knowledge more deeply, and the result will be better. Though sometimes the students can get different answers, even wrong answers, but it is not important, the most important thing is that the students use their brain, and their visions have been extended, and they get a sense of satisfaction that makes them love learning. When using the new ways, the teacher should master the degree of difficulty. For example, when the teacher teaches the two words “interested and interesting”, the teacher can give some sentences in these two words, and ask the students find out the differences between the two words, and then the teacher can give them some explanations.
（3）Story materials：The teacher can make full use of interesting story materials to help students to accumulate their knowledge that the students find joy in learning English. When using interesting story materials, the teacher should choose the shorter ones, because the class time is limited, if the story is too long, the teacher cannot finish the teaching content. And the teacher should not use some unnecessary stories, as we know; interesting stories is served for the teaching, helps the teacher to stimulate the motivation of learning English. If the teacher always uses too many unnecessary stories, maybe at the beginning, the students are interested in them, but gradually, the students will feel very puzzled, they do not know why the teacher tells them so many stories. Therefore, the teacher should apply story materials reasonably.
（4）Appropriate number of tasks：The teacher should give some appropriate number of tasks. Because the students can concentrate on their study in a very short time, if the teacher gives too many tasks to the students, they will feel very bored; even they will hate English. If the teacher gives too few tasks to the students, the students cannot consolidate their knowledge that they have learned. So students can’t be given too much homework according to the teaching curriculum. In junior schools, teachers assign the students homework that costs them not more than one and half an hours. In the senior schools, teachers assign the students homework that costs them not more than two hours.
（5）Appropriate number of oral tasks：Giving appropriate number of oral tasks to the students can also stimulate the students’ interest in English. Firstly, the students have a strong desire to show themselves, if the teacher meets their desire of expressing themselves, they will be very happy in learning. When I was on the first day in my high school, our English teacher showed a box to us, and he asked each of us to write one topic which we are interested in on a piece of paper, then he put all the pieces of paper into that box. From then on, every class, he always gave one of us 3 to 5 minutes to talk about one of the topics in the box. We found that we loved this way and always looked forward to her lesson. Secondly, the teacher can get some information of the thought of the students about his lessons through their expressions, and then the teacher can improve his teaching methods, because the students will speak out their real thoughts unconsciously. Thirdly, the students’ oral English can be improved greatly through practicing. Finally, the students can get the sense of achievement from their improvement of oral English, which can encourage them to continue to work hard.
F. Designing “suspense”：In teaching English, the teacher should design “suspense” to students so that they will have wide study and the students can keep their interest in learning English.
Many excellent and experienced teachers are good at designing “suspense” according to the teaching content and make their students learn English with questions. Because the students are very curious, facing “suspense”, they are always eager to find the answer to the “suspense” so that they will try their best to find the answer. When they find that their answer is fit for the “suspense”, they will feel very proud that they are intersected in learning English; If their answer is not fit for the “suspense”, they will be eager to wait for the next “suspense” , then they will always focus on the teacher’s lessons.
G. Fashion elements in teaching：Adding more suitable and appropriate number of fashion elements into class can stimulate students’ motivation of learning English.
As we know, always following the fashion is not good, but considering the requirement of students to fashion, the teacher can adds suitable elements into teaching, which is good for stimulating students studying motivation. There is a common saying in China: However the cat is white or black, if it can catch mice, then it is a good cat. So adding fashion elements into class is good for teaching, and then it is a good means. For instance, the teacher teaches the two phrases: ‘be famous as’ and ‘be famous for’. Before class, the teacher can prepare a picture of Jay who is one of the most popular singers in China now. In class, the teacher attaches the back of the picture to the blackboard and describes Jay like this: “He is a handsome boy, he is famous as a singer, he is famous for his songs, such as Qi Li Kiang, YeQu and so on, and who is he?” The students answer in excitement: “He is Jay, he is my super star.” Next the teacher asks the students to describe Jay or other their favorite stars in phrases “be famous as” and “be famous for”. Several practices, the students not only remember the usages of the two phrases but also find out their differences by themselves.
As we know, the teacher plays a very important role in stimulating students’ motivation of learning English. So the teacher should think of ways to stimulate students’ motivation of learning English.But it is not enough to only know some ways and theories to stimulate students’ motivation. The teacher should know her students very well, for example, they teacher should know which of them are “I have to” and which of them are “I want to”. The teacher should know something about psychological characteristics and physiological characteristics of his students, the teacher should make full use of the teaching methods above. When carrying the ways out, the teacher should also be aware that it is important and necessary to add new knowledge in teaching.
IV. Conclusion
In conclusion, as far as the whole process of English teaching is concerned, only if the senior school teachers connect psychological characteristics and physiological characteristics of high students with concrete situations, can they stimulate students’ motivation and activity in the greatest degree and can they change “I have to” students into “I want to” students radically.
References
[1] 石中英等著.《教育学基础》[M].教育科技出版社，2000年7月第1版
[2] 安徽省教育学会.《素质教育理论与实践》[M].安徽人民出版社 , 1997年9月第1版
[3] 中华人民共和国制定.《英语课程标准》[M]. 人民教育出版社，2003年4月第1版
[4] 刘道义等. Senior English for China Students’ Book 1B [M]. 人民教育出版社, 2003年第1版
[5] 王蔷等著. A Course in English Language Teaching [M]. 高等教育出版社, 2000年7月第1版
[6] 刘儒德.《心理学教育基础》[M]. 教育科技出版社, 2002年第1版
[8] 教育部人事司, 教育部考试中心制定. 《教育学考试大纲》[M].北京师范大学出版社，2002年第1版