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HowtoArouseStudents'InterestinLearningEnglishAbstract:Withthecontinualreformoflanguageteachingandlearningmethods,teachersareindemandtoorganizetheclassinEnglishandcreateEnglish-learningcircumstances.However,manystudentsbothinprimaryschoolandmiddleschoolarenotinterestedinEnglish.Theydon’tfeelliketolearnEnglish;themainproblemisthattheyarenotinterestedinEnglish.Asitcommonlyaccepted,interestisthekeytosuccess,interestisthebestteacher.StudentshadbetterdeveloptheirinterestinEnglishatthebeginningofthestudy.Keywords:arouse,middleschoolstudents,interest,learningEnglish-13- OutlineI.Introduction…………………………………………………(4)II.Theapplicationofhowtoarousestudents'interestinlearningEnglish………………………………………………………(5)2.1Teachvocabularybycommunication……………………(5)2.2Integratewordcategoriesstudyintoimagination………(7)2.3Usecards…………………………………………………(8)2.4Competitioninteachingprocess ……………………… (9) 2.5Designappropriateexercisesandteachingmethods…(11)2.6AskstudentsoftentospeaktopeopleinEnglish………(11)III.Problemstobenoticedwhilearousingstudents’interestinlearningEnglish………………………………………(12)3.1Thestudents’anxiety……………………………………(12)3.2BuildupthesenseoftheirEnglishlanguage…………(12)3.3Beequaltostudentsanddon’tspeaktothemwithlanguageofdiscriminationandthreat…………………………(13)IV.Conclusion………………………………………………(13)-13- I.IntroductionAseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglish.AsfarastheEnglishteachinginthePrimarySchoolsisconcerned,teachershavetoarousethestudents’interestsothattheymaylearn.Withthecontinualreformoflanguageteachingandlearningmethods,teachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglish-learningcircumstances.Somepoorstudentscomplainthattheylackofvocabularysothattheycannotfollowtheteacherinclassandmanytimestheycannotcompletethetasks.Somegoodstudentsreportedthatvocabularyinstructiontendstobesomechanicalthatthestudentswereaskedtoreadandre-read,writenewwordsandexpressionsthatmakesthemlosetheirinterest.Andquiteanumberofstudentsreportedthattheyareafraidofbeingcriticizedandthuswithdrawfromclassroomactivities.Itisatypicallyproblemhappeningtostudentssothatwhentheyarepracticinglisteningandspeaking,theyfeelanxiousandnervous.Ontheotherside,theteachers’methodslackvarietyandtheydidn’tcreatethelanguageenvironmentproperly;theyonlytaughtEnglishwithoutcommunicationwithstudents.Iftheyusegoodmethodsandmoreencouragementinsteadofcriticism,studentswouldhavemoreconfidenceandinteresttolearnEnglish.Asteachers,theyhavetheresponsibilitytomakestudentsrealizethatmakingmistakesinlearningEnglishisnormalandacceptable.Andtheteachershouldmakestudentsrealizethattherearenosocalledeasyordifficultquestionsandnotafraidofmakingmistakesinfrontofotherclassmatesorotherpeople.Becauseitmeansstudentshavemoreopportunitiestolearnmoreknowledgethanothers.Tosomeextent,students’confidenceandbeliefcanarousetheirinterestinlearningEnglishbetter.ConsideringmanymiddleschoolstudentsarenotgoodatEnglish,howtoarousetheirinterestisthefirst,“Interestreferstoastateoflongitudeandemotionalwhichleadstoaconsciousdecisiontoact,andwhichgiverisetoapriedofsustainedintellectualandphysicaleffortinordertoattainapreviouslysetgoal,interestisoneofthemostimportantfactorsinlearningaforeignlanguage.Asprawnsaidjustaseatingwithoutlikingdoesharmtoone’shealth,learningwithoutlikingharms-13- memoryandretainsnothingittakesinformerexperimentsshowthatamongthefactorscontributingtosuccessofstudents.Interestaccountsforabout50%.（WilliamsM,&R.Burden，1997:125）Fromwhatmentionedabove,interestcanleadstudentstolearnEnglishhappilyandcanhelpstudentsunderstandteachingmaterialseasilyandhappily,andthenstudents’Englishwillbeimproved.II.Theapplicationofhowtoarousestudents'interestinlearningEnglish2.1TeachvocabularybycommunicationVocabularyisthebasicunitoflanguage,andmasteringvocabularyisthebasicoflearninglanguage.Theprogressoflearningforeignlanguagesdependslargelyontheexpansionofvocabularyexceptformasteringthebasicvoice,grammar.Therefore,peopleoftencharacterizethelevelofaperson'smasteryofforeignlanguagesaccordingtowhosevocabulary.However,alargenumberofforeignlanguagelearnerscomplainthatthemajordifficultytheyhaveliesinvocabularymemorization.Thereasonforthisisrote,notonlyhighschoolstudents,collegestudentsarenoexception.ItturnedoutthatthevocabularyteachingduringtheEnglishteachinghavenotbeenpaidattention.Teachersgenerallyagreedthatthereisnospecialskilltolearnvocabularyexceptforspelling,readingandlearningbyheart.Therefore,afterconfirmingthatstudents’spellinginaccordancewiththephoneticalphabetsiscorrect,thetaskofvocabularylearninghasalwaysbeenassignedtothestudentseversince.However,thestudentsmayrecitethewordsinisolatedandrepeatedway,theresultisrecordedtimesofforgetting,thenreciteagain,thenforgetagain.Thisboringandlowefficiencyofthevocabularymemorizingsufficientlyenablethemtoloseconfidenceandtheinterestinforeignlanguage.Withoutastrongfoundationofvocabularyandaneffectivemethod,furtherlearningofforeignlanguagemaybequitedifficult.Nowadayssometeachersaretryingtoteachingvocabularywiththecommunication-orientedwayintheclassroomsothatvocabularyteachinghasbeengreatlyimproved.Thecommunicativevocabularyteachingisthatguidingstudentsto-13- begintotalkasmuchaspossiblewiththelearnedvocabularyeffectivelycombinethevocabularyteachingwiththepracticingactivitiesoflanguagesuchaslisteningandspeakingofteachingandlistening.Forexample:Teacher:DoyouenjoyyourselfontheNationalday?Student:yes!Teacher:WhatdidyoudoonNationalday?Student:MyfatherbroughtmetoBeijingandthatwasthefirsttimeItraveledbyplane.It’svery,very…Teacher:Isitveryexcitingandpleasant?Student:yes,yes,it’sveryexcitingandpleasant.Fromthecommunication,studentsconsciouslyorunconsciouslyfeeltherelationshipbetween“enjoy”,“theNationalDay(holiday)”,“gotoBeijing(travel)”,“exciting”and“pleasant”.Andsincehereallyhasexperiencedthetravelandurgentlywantstoexpresshishappyfeeling,withtheteacher’sprompting,hewouldremembertheverb“enjoy”andtheadjective“exciting”and“pleasant”well,Whenstudentsmeetdifficultyincommunication,theywilltrytorememberthewordhewanttoexpresssothatnexttimehewouldnotbeawkwardwhenspeakingout.Communicativevocabularyteachingisvirtuallykindofdeeplystudyaboutthevocabularybythestudentswhoareundertheteachers’guiding.Discussingatopicbasedonthevocabularywhataregoingtobegrasped,thusthestudentswillpaymoreattentiontothesewordsandphrase,andgetadeepimpressionofthem.Duringtheconversation,theconnectionofthevocabularyandthestudents’learningexperience,emotionalexperienceorthereallifecouldbewellsetup,sothestudentscouldcomprehendthewordsandphrasesdeeply.Learningwhenusing,usingwhenlearning,thisisquiteeffective,andthusstudentscouldnotonlygraspthewords,butalsoknowhowtousevocabularywithfacility.ItprovedthatteachingvocabularywiththemethodofcommunicationcouldhelpthestudentstoimprovetheefficiencyandqualityofvocabularylearningandenhancetheinterestandconfidenceofEnglishlearning.-13- 2.2IntegratewordcategoriesstudyintoimaginationInteachingpractice,combiningwiththedifferentcharacteristicssuchasstudents’individualthinking,personality,behaviors,learninghabits,adifferentmemorymethodcouldbeused.Theyarespecificallysummarizedasfollows:2.2.1AssociativeMemorizingAssociativememoryistomemorizebychoosingthewordswhichareinterrelatedoroppositeonmeanings,similarorsameonspellingandonpronunciation,relatedonthecharacteristicorpropertyofacertainword.(1)MeaningAssociationThewordssuchas“woods”and“football”,thesetwowordscanbestudiedwithafewwordstolinkthemtotheconsciousmind,suchas:wood,woods,field,football.Ortocompileastorytostringtheabovewordstogetherinmind,it’scomparativelynoteasytobeforgotten.(2)PronunciationAssociationTomemorizetheEnglishwordsthathavesameorsimilarpronunciationbycomparison,thusstudentscangetspecialresults.Forexample:idol→idle,Mary→marryandsoon.(3)TheWordFormAssociationObservingball,bell,bill,boll,bullthisgroupofwords,whichhavethesameconsonants,butdifferentvowels,theycanbememorizedintoagroup,notonlyexpandthememorycapacity,butalsoreducethedifficulty.(4)SemanticAssociationAccordingtowords’synonyms,antonymsthentakesomeotherrelatedassociationsofthevocabulary,itcannotonlyincreasethememorycapacity,butalsocanberememberedfirmly.Forexample:makeupone'smind→bedetermined;decide.2.2.2ClassificationMemorizingCohen’sexperimentsprovedthatitcanenhancememoryeffectandimprovememoryefficiencyifstudentsmemorizethewordsafterthewordsareclassified.(1)ClassificationsofDifferentSorts-13- DivideEnglishwordsintodifferentclassificationssuchaspolitics,economy,professions,transportationtools,animalsandsubjectstomemorize.Forexample:accordingtosubjects,thewordsChinese,math,English,physics,chemistry,biologycanbeclassifiedasacategory;byprofessions,thewordsteacher,lawyer,doctor,engineer,etc.canbeclassifiedasacategory.(2)ClassificationoftheSame-Root-WordsInEnglish,rootofwordswithprefix,suffix,orcompoundedwordsisoneofthemostimportantspecialtyinEnglishwordstructure.InEnglishlearning,comparingcategorytocategoryandassociatingthewordslogicallycanmakestudentslearnmorewords,expandvocabularycapacityandrememberfirmly.Forexample:thewordsproduct,produce,producer,productive,productivity,productionetc.Theyhavethesameroot,soitcanimprovethecomprehensionwhenmemorizingifstudentsclassifythewordsasaclass.2.3UseCardsItisaninterestingactivitythatcanreachtheteacher’sgoals.Notonlycouldithelpsstudentsmemorythenewwords,butalsohelpsthemlearnculturalinformationinaveryeasyandrelaxingway.InterestingpicturesandcardsmakethemlearninterestinEnglishvoluntarilyandarousetheirinteresttosearchformorenewwords,andtospeakmoretoeachother.AndtrainstudentsnottomemorizesingleEnglishwords.Ifthestudentslearnthesentencesandphrasesthatcontainthenewwordsbyheart,theymayknowhowtousethewords.Cardisakindofteachingaidsthatteachersoftenuseinteachingactivities,thesameasinEnglishteaching.Sohowtomakethecardgetadequatelyusedinteachingisveryimportant.Itisveryconvenienttomakeasetofoverturningcards;useanoldcalendarwillbemade.Loadasmallsee-throughpocketwithindifferentpictureinaccordancewiththecourseoneachpage.Herearetheapplications:2.3.1TheUseofASingleCardInthenewcourse,teachersshouldinsertthesamecardoneachpage,forexample:whenteachingthenewword"cat",letthechildtoplaya"cardturning"-13- game,practicingthepronunciationofthiswordonebyone,againandagain.Thus,thestudentshavetheirpronunciationadequatelytrainedforbeinginterestedinthegame.Andinsertdifferentcardswhenreviewingthelearnedwords.2.3.2TheUseofDualCardsInsertdifferentcardsonthesamepage,suchas:"pen""pencil""marker",andaskstudentsplay"whoIsMissing"gameor"RunAndTouch"game,letthemidentifythewords.Thisisakindofmethod.Anothermethodistodivideeachpageintotwoparts,usetwocardsofwordstoformaphrase.Forexample:putcolorfulcardsontheleftside,andputanimmobilecardof“jacket”ontherightside,letstudentsoverturnthecards,changingthecompositionofthephrasesuchas"RedJacket","BlueJacket","YellowJacket"andsoon.Itcanalsotoformacolorcard,andchangethecardsofobjects,suchas:"RedShirt","Redflower","RedCar"andsoon.2.4Competitioninteachingprocess“Competitionisalsoakindofmeanstoexcitestudents’enthusiasm.”（龚春燕，林允舒,杨勇.2004:60）Inthecompetition,whenstudentsgetachievements,theyareveryhappytolearnEnglish,atthesametimetheywillovercomeallkindsofdifficulties.Theteachercanutilizemodernstudents’characteristicneedstogivethemvariouskindsofcompetitions whichcannotonlypromotethemtostudyknowledgebutalsogiveperformancesinclassroom.Andcontestscandividethewholeclassintooneortwogroupstocarryperformancematch,theteacherandthestudentsarejudges,thewinnercanbegivenaphraseoragift.Theclassroomatmospherewillbeactive,theteachingresultwillbebetter. DividingstudentsintogroupsisaneffectivewayforthecompetitionduringlearningEnglish;itcannotonlyarousestudents’interestbutalsoraisetheteachers’teachingqualityandmakeseveryonegetgoodeffect.Duringteaching,teachersshouldpayattentiontoseveralkeypointsforconstructingtheatmosphereofcompetition,whichlistedasfollows:-13- 2.4.1Focusonmakingself-learningandcooperativelearningcombinedStudentsareindependentunities,ifthereisnostudents’self-involvinglearning,teachingactivitiescannotbecarriedout.Studyisakindofblendingofcollectivewisdom,therewouldbenointrinsicstudywithoutcooperation.Therefore,teachersshouldpayattentiontomakingstudents’independentthinkingandmutualassistancecombined.Duringclasstimeteachersshouldprovidestudentscondigntimetothinkabouttheproblemsandsolvetheseproblems,givestudentsthechancetoraiseaquestionandcomprehenditwithcooperativecommunication,soastoachievethattheycanlearnconsciously,cooperateeffectively.Basedonthese,competitiveatmospherecouldbemade.2.4.2MakestudentsgetprogresstogetherinthecompetitionCompetitionandcooperationaremutuallypromoting,thepressureofcompetitionwillnotonlytempertheirperseverance,butalsopromotemotivationtolearn.Studentslearnfromeachotherincompetitionandgetdevelopmentincompetition,what’smore,itfostertheirsenseofself-confidence,self-reliance,self-improvement.Therefore,todoagoodjobofteaching,itisquitenecessarytodesignavarietyofcompetitiveactivities.2.4.3FocusontheincentiveevaluationtoeverygroupSuitableencouragementwillbegiveninclass,thusitcouldcreateacooperative,competitivelearningatmosphere.Suchas"yourteamgotatacitunderstandinginthecooperation,""yourteamaddedareallykeyopinion,""theideaofyourteamisreallyspecial,thisisyourwisdom,itisreallyterrific."Suchkindofwordscanfullymobilizestudents’enthusiasmandenhancethecollectiveconsciousnesswhenlearningEnglish.Asakindofability,group-cooperatelearningneedteacherstobepatienttotrain,teachersshouldcreateafullydemocratic,equal,respectfullearningenvironment,givefullplaytotheroleoftheorganizationandguide,accordingtotheteachingreality,-13- updatetheteachingmethods,applyingthegroup-cooperatelearningactivitiesintoteachingpractice.2.5DesignappropriateexercisesandteachingmethodsTheteachercouldtrytospeakbrieflyandgavestudentsmorepractice,sotheywereaskedtodothemostinEnglishandthetaskscouldbefinishedinclassmostly.Asteachers,theyhavemanythingstodo.Inthissituation,teacherandstudents’efficiencygotimproved.TheteacheralsoencouragethemtodosomeinterestingactivitiesinEnglishoutofclassandgavethemmorechancestopractice.BasedonthecharacterofEnglish,assigningschoolworkappropriatelynotonlymeansletstudentsgraspandstrengthentheknowledgeinthetextbookbutalsotheywereaskedtodomostofthetasksinEnglish,thelessonswentsmoothlyfollowingtheteachingplanwithalittlechangeoccasionally.Moreover,studentsarethecenterandprincipalpartofteachingprocesslanguagedrills;thestudentsmustpaymoreattentiontowhattheywereaskedtodo.Therefore,theteachersteachingmethodsshouldsuittheneedsofstudents.AndteacherscoulddotheirbesttodoeverythingwellaboutstudentswhodonotfeellikelearningEnglish.Propertrainingofstudents’spokenEnglishwillsurelyachievegoodresults. 2.6AskstudentsoftentospeaktopeopleinEnglishThisisaverysimplemethod,butitisveryeffective,hereishowitworks:First,findafriendoragood-relationshipclassmatewhoislearningEnglishandisonasimilarlevelofskill,itwillbeinanexcellentsituation,andhavesomeonetotalkaboutEnglishwith.TheseconversationswillincreasetheirinterestinEnglishandlearningEnglishwillbeeasier,becausestudentswillbeabletodiscusstheirownproblemswithfriends.Second,trytoencouragethemtouseEnglishwheneverpossible.ThemoretheyuseEnglish,thebettertheylearnit.BecauseEnglishissopopular,theycanuseiteverywhere,theycanwatchthecartoons,andreadinterestingbooksinEnglishortheycandootherthingsthatwriteabout,thentheywillhavefunandlearnmore.Astheywanttobebetterthantheirfriends.Theyusuallytalkaboutthingswhichinterestthem.Third,oftencommunicatingwithstudentsinEnglishand-13- makethemimaginethemselvesinthefuturecantalktonativespeakersjustliketalktheirmotherlanguage.ImagineotherpeoplewantingtospeakEnglishaswellastheydo.ImaginethepossibilitytolearnEnglishwelljustlookatotherpeoplewhohavedoneit.RememberthattheyaregoodtheyalreadyknowsomeEnglish(they’rereadinganarticleinEnglishrightnow).That‘sabigsuccess.III.Problemstobenoticedwhilearousingstudents’interestinlearningEnglish3.1Thestudents’anxietyAnxietyduringthestudyprocessiscausedbythefearsandupsetswhenstudentsdoingEnglishexpressing.Theappearanceofanxietyisconcernedwiththethreatstopeoplethemselvesortheirself-respects,Englishlearningisalwaysinaspecialcircumstancewhichinvolvesself-threateningandchallenging,apparentlyitiseasytocausetoanxiety.What’smore,mistakescanbefrequentlycausedwhenpeopleuseanewlanguage,andsuchkindofactivitiesisalwaysunderthecoverofpeople’sevaluation,thusthelanguagelearnersareoftenconfusedwiththis,blush,panting,coldsweat,shiver,stammering…,allkindsofsymptomswillappearinthiscircumstance.Facingthis,teachersshouldpaymoreattentiontostudentspsychologicalfeaturesandtakespecialmeasurestomakestudentsactwithoutanxiety,suchas,buildupharmoniousrelationshipbetweenteachersthemselvesandthestudents,andmaketheatmospheregetquiteeasy;donotpointoutthemistakeswhenstudentspracticewithEnglish,andexpoundthekeynotesanddifficultpartsincominglessons;usecooperativelearningtoreducestudents’senseofanxiety.Thesemaybeusefultosolvetheproblemsofstudents’psychologicalbars.3.2BuildupthesenseoftheirEnglishlanguageStudyingEnglishforseveralyears,studentswillprobablywonderhowtofurtherimprovetheirEnglish.“Whenyouspeak,don'talwaystranslatewhatyouwanttosayfromChineseintoEnglish.Ifyoudo,you'llgetmixedupinsomeusages.Forinstance,you'llconsider"wait"asatransitiveverb,youwillneveradd"to"after"listen",but-13- youmightwrite"sheep’s"forthepluralform.Thoughyouknowyouarewrongwhenthemistakesarepointedout”.(载1994年9月21日《中学生知识报》) Therefore,toimprovestudents'English,buildingupthesenseofEnglishisimportant.TeachersshouldaskstudentstoreadallkindofEnglishmaterialsasmanyastheycan,whichtheyareinterestedin.Byalong-timereading,studentscouldgetasensetospeakEnglishimmediately,withoutthinkingoverthecontentswithChinesebeforespeakingout.3.3Beequaltostudentsanddon’tspeaktothemwithlanguageofdiscriminationandthreatStudentswillfeelhopelessaboutthestudyofEnglishwhenfailingintheEnglishexams,.AsEnglishteachers，theyshouldmakeagoodrelationshipwiththemandtryourbesttoarousetheirconfidenceinlearningEnglish.MakingthemrealizethatfailureintheEnglishexamsisanormalthing,theystillhavealongwaytogo,andwillbesuccessinthefutureonconditionofovercomingpresentdifficulties.Wealsohavetobepatientwithstudentsandhelpthemwiththecorrectionofmistakesinadiscreteway.IV.ConclusionAlltheseareveryhelpfulandusefulinteaching,eventhoughsomeofthetasksarenoteasytodo.Theresultshows:ThemethodsofEnglishteachingassignmentarefeasibleandeffective.Inteaching,teachershavetolovetheirstudentsjustastheylovetheirsonsanddaughters.Thestudentsshouldbetakengoodcareofwhatteachersshouldcareabouttheirstudyandlivespatiently.Notonlyshouldteachersbehelpfulandwarmhearted,buttheyalsoshouldbestrictwiththemselvesandtheirstudents.Theyoughttobecomemotherlyandfatherlyteachers.Ifteacherscandothesethings,studentswillbelieveinthem,andstudentsarewillingtobetaughtbythem.StudentswillstudyEnglishveryactively.Allinall,teachersshouldlovetheirstudentswiththeirheartandsoul!-13- References:[1]WilliamsM,andR.Burden,PsychologyforLanguageTeachersaSocialConstructiveApproachCambridgeUniversityPress1997[2]丁家永《现代教育心理学》广东高等教育出版社.2003.10[3]傅建明《教育原理与教学技术》广东教育出版社2005.1[4]龚春燕林允舒，杨勇《魏书生教育教学艺术》第一卷（课堂教学）漓江出版社2004.4[5]《中学生知识报》1994.9.21-13-
