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Howtoarousethestudents’interestinEnglishlearning. Nowadays,thereisnodenythefactthatEnglishisatoolofcommunicationaswellasafashion.English,asoneofthemostwidelyusedlanguageintheworld,isthequickestandmostefficientmediumtoobtaininformationfromtheworld,itplaysanincreasinglyimportantroleintheinvolvementwithwesterncountries.InChina,peoplealmostbegintolearnEnglishinprimaryschool.However,somestudentsinaredoingbadlyinlearningEnglishevenifitactsasamaincourseinmostschools.Itisshownthatitdoesnotrelatetotheirintelligencelevelbuttheimportantfactorssuchastheteachingmethodsandstudents’interests.Twothousandyearsago,Confuciussaid:“Thepersonwhowantstoknowisbetterthantheonewhohasbeenknown,andthepersonwhoisinterestedinsomethingisbetterthantheonewhowantstoknow.”SotheinterestisveryvitalinlearningEnglish.Therefore,I’llintroducesomeusefulandmeaningfulteachingapproachesthathavebeenusedlatelytoshowhowtoarousestudents’interestinEnglishlearning.,payingatFirsttentiontotheenlightenmentteachingisagoodwaytoraisethestudents’interestsinstudyingEnglish. Now,thewayofEnglishteachingisstillpausedinexamination—oriented educationsystem,ifitblindlypaysgreatattentiontotheknowledgeimparted,butneglectsthestudymethod,thatthestudentswillbeabletolackofthebroadfieldsofvisionandtheinnovationspiritsinEnglishstudyingaspect,andthestudentsareverydifficultlytohaveconsciousnessesandthepracticeabilityofusingEnglish.Therefore,wemustpaymoreattentiontotheenlightenmentteaching,raisethestudents’consciousnessesandinterestsinstudyingEnglish.Second,usetheclassroomteachingfully,andstimulatethestudents’potentialofstudyingEnglish.TheteachermustfullyplaythemainroleofthestudentsinEnglishteaching,guidethestudentstoponderpositively,exploreactivelyandpracticeconsciously,tocreateateachingatmosphereofEnglishteaching.Whenthestudentsaskquestionsinclasses,theteachermustlistentothempatiently,carefullyanalyseandtimelyencourage,payattentiontoraisethestudents’sensesofparticipation,letthemexperiencethejoyfulfromtheprocessofstudying.Eveniftheylearnawordoneday,rememberaphraseorcansayonesentenceinEnglish,allthestudentsindifferentlevelscangettheirharvest.Atthesametime,togivetheencouragementandpraisetothestudiousstudents,itcanpromotethestudents’understanding,expressionandutilizationofEnglish. Third,PresentEnglishknowledgetobelearnedinaninterestingwayLet’stakegrammarteachingforexample.InEnglishlanguageteaching,atwhateverlever,teachersfeelitnecessarytoteachgrammar.Ofcourse,grammaristhemeansbywhichlinguisticcreativityisultimatelyachievedandinadequateknowledgeofgrammarwouldleadtoseriouslimitationonthecapacityforcommunication.AsUrputsit,“Youcannotusewordsunlessyouknowhowtheyshouldbeputtogether”.ManyChineseteacherslaygreatemphasisongrammarteaching.However,onecommonphenomenonexistsingrammarlessonsisthatteachersteachlearnersgrammarinamechanicalway.Theyjustlistthelanguagepointsoneafteranotherontheblackboardandexplainthemwithoutanycontexts.Theyrequirethelearnerstomemorizethoseitemsmechanicallyandaresatisfiedatthelevel.Nevertheless,grammarteachingshouldfocusondevelopingthelearners’communicativeabilitymorethanpresentingandexplaininggrammaticalrules.Inotherwords,grammarshouldbetaughtasa“wayoftalking”ratherthan“adescriptionofrules”.Inaviewofpresentstate,itishightimeteachersadoptedanewmodeinteachinggrammar.Howtheteacherspresentthegrammarpointsthatistobelearnedinclasswillaffecttheoutcomegreatly.Thecannotgiveasuccessful lessonunlesstheyarousethelearners’curiosityandinterestinlearningOnlywhenthelearnersareeagertolearncantheyassimilatethenewlylearnedknowledgeaspartoftheirown.Soteachersneedtounderstandthemanydifferentwaysinwhichtheirwordsandactionscanarouseinterestingrammarlearning. Onewaytopresentthestructuresofthelanguageeffectivelyistotellaninterestingstory.Thestoryshouldcontainthenewwordsandexpressionsthattheteacherisgoingtoteachanditshouldnotbetoocomplicatedsothateveryonecangetageneralideaofit.Itwouldbebetterifthestoryisrelatedtothetexttobelearnedinsomeway.Whilelisteningtothestoryattentively,thelearnerswillencounterthesenewwordsandexpressionsandtheywillbeeagertoknowthemeaningsandusagesofthemsothattheycanunderstandthestorybetter.Bydoingso,learninggrammarisnolongeraboringpracticebutaneedofthelearners. Anotherwaytoachievethesamegoalistoelicitbyaskingquestions.Theteachermaydesignsomequestionsbeforehandthatareclosetothelearners’reallifewhichmustbeansweredbyusingthenewgrammaticalknowledge.Forexample,inordertoteachdirectspeechandindirectspeech,theteachermayfirstaskoneofthelearners,“Doyoulikeplayingbasketball?”Thelearnermayanswer,“Yes,Ilikeplayingbasketball.”Thentheteachercanask thewholeclass,“Whatdidhesay?”Afterleavingafewsecondsforthemtothinkandtryanswering,theteachermayanswerbyhimself,“Hesaidhelikedplayingbasketball.”Notonlyisthiskindofcooperationbetweentheteacherandthelearnersnaturalandeffective,butalsoitprovidesthelearnerswithacontextofusingthelanguageinreallife. Fourth,EncouragingcommunicativeideasinEnglish Theultimategoaloflanguagelearningistocommunicate.SoteachersshouldencouragelearnerstotalkwithoneanotherinEnglishandconsciouslyusethenewlylearnedphrasesandexpressionsintheirspeeches.Adequateproductionpracticeofthenewgrammarpointsisveryimportingbecauseiflearnersmakeaconsciousefforttouseit,atfirstapplyingtherulesconsciously,thenatalattertime,theywillbeabletoproduceitautomatically.Teacherscanusethreemeanstoencouragelearnerstocommunicate. Thefirstmeansistoholddiscussions.Theteachermaysetacertaintopicforthelearnersandthelearnerscanexpresstheirviewsandvaluesfreely,ortheymaycomeupwiththeirowntopicsconcerningtheirinterests,friends,families,thebroadersocietyandcurrentissues.Ofcourse,theyshouldberequiredtousethenewlylearnedEnglishknowledgeasmuchaspossibleintheirspeeches. Thesecondmeansistohavedebates.Ashasbeenmanifested,to engagelearnersinaheateddebatebydividingthemintotwocompetinggroupsafterwelearnedatextcancreatealivelyatmosphereforspeakingEnglishinclass,becausethelearners’thoughtwillbeactivatedandtheireagernesstospeakwillbepromptedinsuchatmospherewhentheytrytowinthedebatefortheirowngroup.AlivelyatmosphereassuchismostbeneficialtothelearningofEnglishinclass.Thethirdmeansistohaverole-playing.Thismaybemoredemanding,becausethelearnerswillhavetousetheirimaginationandmakeuptheplotsaccordingtothephrasesandexpressionssetbytheteacher.Butduringthisprocess,certain“creative”elementsarebroughtintoplay.Sowhenthelearnersputintousewhattheynewlylearnedinanearlyrealcontext,theyalsoutilizedtothefulltheircreativity.Theresultisoutstanding.ConclusionTosumup,interestisourbestteacher,thispaperhasmainlyprovidedfourmethodsinarousingstudents’interestinEnglishlearning.However,thesefourmethodsaresurelynottheonlymeansforustoutilizeinteachingEnglish.Anycreativeandeffectivemethodscouldberesortedtoandemployed.
