湖南自考英语毕业论文：如何培养小学生的英语学习兴趣

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     如何培养小学生的英语学习兴趣

摘要

随着对经济的发展，对外开放程度的加深，以及早期智力开发的重视，中国人对学习英语的兴趣与日俱增，许多家长希望自己的孩子从小就接触英语。对于小学生来说，培养其学习英语的兴趣是保证他们学好英语的有效途径，因此在教学活动中，如何培养成为教师面临的一个教学问题，因此我们教师可以尝试如下途径：在课堂教学中创设各种情景开展教学或者实施各种有效的教学方法来培养学生学习英语的兴趣，最终达到教学目地。

关键词：小学生      小学英语        兴趣      培养

Abstract

Along with economical development and early-time intelligence development, the interest of Chinese learning English grows day by day. Many guardians hope their own children could contact English since childhood. Therefore, parents send their children to the kindergartens in which there are English classes.

Cultivate student's interest in learning English is an effective way to improving the quality of English teaching, especially for the pupils. Thus ，During the teaching process, the teacher can make the best use of the following teaching approaches, such as during the course of classroom teaching，we can create different situations to stimulate student's interest in learning English; using a variety of teaching methods to encourage students’ interest in learning English. Through cultivating pupils' interest in learning English, we can achieve the purpose of learning English well.

Key words:  the pupils  the primary English   interest   cultivate

Introduction

Now English is the most popular language in the world with the rapid development of science and technology. Learning English well not only can facilitate communication, but also can discover and understand the advanced technology of the world. Then our teaching work wants to achieve good results. It is important to make the students had a strong interest in learning. As the stage of enlightenment the key to success is whether the student likes to learn English and have a strong interest in learning, “Interest is the best teacher.”  English teaching in primary school focuses on cultivating pupil’s interest in English. A teacher should develop the pupils’ interest especially in rural areas which lack of modern teaching equipment. The interest for English is an important factor of English teaching. The improvement of English teaching effect in the classroom depends on arousing and keeping the students’ English interest.

ChapterⅠ Creating Different Situations to Cultivate Pupils’          English-Learning Interest

First of all，we talk about the situational language teaching. It is an effective method that accepted by most teachers and students. It is dependent on the situations described in the English book, through some performance, reproduced the textbook. Students become the subiective role. The core of new curriculum standard idea is to fully respect students’ subjective role and bring this role into full play.

The aim of the situational teaching method is to motivate students’ interest in learning English. This make them fling themselves into this subject, so that the students are bound to be full of enthusiasm and positively take the initiative into practice if teachers add in some interesting games in the classroom consciously. This not only fully mobilizes students’ enthusiasm and extends the time student pay attention to teaching, but also improve the efficiency of the classroom. Intuitional instruction which makes teaching visual, interesting and communicating is the most direct and effective means.{C}[i]

The classroom teaching should be the creation of scenarios. Such as role-playing. Let the students experience the fun of English, for example in the Hebei Education Edition English book, lesson 25 Christmas is Coming {C}[ii]when teacher teaches this lesson, we can cosplay: the teacher meticulously arranged a classroom, decorated, and introduced the language of the Christmas and culture and then let the students learn to sing the song “Christmas”, then give gifts to each other or say hello to everyone, and finally let the students again performing simulations of this part of the content. So students in a real context completed the English learning and stimulate interest in learning, improve the ability of language communication.

The situational teaching method is suited to this content which has a lot of cnnections with the real life. I can show you another example. It is an open lesson. It gives me a deep impression. This lesson talked about two questions: “Where is the...? And how can I go there?” Mrs. Zhang (the teacher) took out a small blackboard and drew a picture to introduce these instructions, then performance started: A Student came on, and asked: “Excuse me, where is the library?” Another student said: “Turn left/right at the school, then he asked again, Excuse me, where is the library?” the other student told him: “Turn left/right; Go straight this street, you will find it…” In the end, they learned English happily within taking part in this activity. Why I have so deep impression? Pay attention, there is no projection, no screen and no computer. Before long, I had taught this lesson. But I just let the students partice the instructions, not let them make a dialogue that simulation examples from life. The same students have the different results.

From these examples, we can get that: at the right time, using the situational teaching method is helpful in cultivating the pupils’ interest in learning English. The essential characteristic of situational teaching method is to motivate the students’ emotion and feeling, in order to push the students into learning and cognitive ability.

Situational teaching method inquires the situation which is peaceful and fresh from all as aspects. So they can join in the situation easily. Promote the students’ mentality activity expansion deeply. During daily practical teaching we can find: the most important condition to get a better teaching effect is a bright and lively classroom atmosphere. While the students’ emotion is rising up they are deeply and easily accepting the learning knowledge.{C}[iii]

Using situational teaching method we should pay attention to “development”. Introduce the teaching task from all aspects thoroughly, and then choose the best teaching scheme, according to the teaching task, the characteristic of the students and teachers own quality, choose a way to substitute the right situation. Situational teaching method should also accept or substitute more and more vivid scene, in another saying is to offer the students more target to perceive, help the students to produce more inspiration, also to cultivate the students’ interest in learning English.

ChapterⅡ Using A Variety of Teaching Methods to Cultivate Interest in Learning English

Pupils as an English beginner, who are small and curiosity, are easy to accept the schol English education. If appropriately using the teaching methods, the teachers can greatly improve and enhance their enthusiasm for learning English. They will have a strong interest in the classroom, they will do well in the English, Look at this side, and we achieve the expected teaching effectiveness.

2.1 Game teaching method

《The curriculum standards of primary school English》put forward that cultivating and stimulating students’ interest in learning can help them to build self-confidence, develop good study habits and develop their autonomous learning ability. If one loves studying English, then he can learn it well; if one is forced to study, the result would be not so satisfying. Children are willing to participate in activities games, on the teaching design of some simple, vivid, lively interesting games, we will receive good results. For example, when teach new words, I will use the action game “Hide and Find” explain the game and then ask a volunteer to leave the room,then I take out of some papers which writing the new words, then I ask another volunteer hide one of them, the volunteer comes back and begins looking for the paper. The class claps loudly when the student gets closer to the paper. The class claps softly when the student moves further away from the hidden paper. Until he find it. So in a relaxed and lively atmosphere inspired students to participate in the desire, at the same time they learned new knowledge, consolidate the previously learned content. Different class has different games. Such as the teaching of “Fruit” when I put the apples, bananas, oranges and other fruits and food into the classroom with the game “Touch and guess”. When finish the game, praise the students who guess the fruits and let them taste the fruit. Lively atmosphere greatly stimulated the desire of students to learn new knowledge in the games.

There are others games to help pupils’ interest in English such as:

A  SIMON SAYS you can play this game just for fun, or use it to review directions and parts of the body. The whole class plays the game together. Tell the students to imitate what you do, but only if you say SIMON SAYS first. If you do not say SIMON SAYS, they should not imitate what you do. They must listen carefully; you will try to trick them!

Perform a simple action such as pointing to your elbow or shaking your head. As you perform the action, say SIMON SAYS do this. The students imitate your action.     Then perform another action and say Simon says do this. The students again imitate your action. Now perform another action and say only do this. The students must not imitate you.

Continue the game, mixing up Simon says do this and do this with many different actions. Change the command and the actions quickly to try to trick the students. If you trick a student, he or she mustsit down. The students who are sitting can help point out others who get tricked. Those left standing when you decide to end the game are the winners.

B HAPPY FACE, SAD FACE to review vocabulary that goes together. Ask the students to each write two setences. One sentence matches vocabulary orrectly; for example, in the morning, I eat breakfast. The other sentence makes an incorrect match; for example, He is a girl. Give the students some time to complete their sentences. Draw a happy face at one end of the blackboard and a sad face at the other end. Explain that each student will come to the front of the class and read one of his or her sentences. The student wills the stand under one of the faces on the blackboard. Standing under the happy face means the sentence matched the vocabulary correcyly. And vice versa. The class says YES if the student stands under the correct face and NO if not.

C  NUMBER GAME to review numbers

D  STOP! GO! An action game to review phrases of introduction. Tell the students to walk quickly throughout the classroom, looking down at the floor when you say GO！When you say STOP! Tell them to stop, look up and pair up with the students standing closest to them. The students in each pair shake hands and repeat an introduction dialogue .etc. When you say GO! The students immediately begin walking quickly again, looking down.

So through these games, we can create a democratic and active learning environment. We should free children’s mind, hands, feet, apace, time, make them get real education. From free life, when we put pupils in another environment where they can play games, the result will be largely different. Teachers design activities and games. Pupils participant in and communicate with each other. In this active classroom atmosphere, students feel free to talk and even their expression is not correct. It doesn’t matter. With this case, students are the main body in the classroom, not the teachers. Children can play and study at the same time, they can be interested in learning.

2.2 Direct teaching method

The direct teaching method was developed in the early 20th century, in order to overcome the problems connected with grammar-translation. We can also call the natural method. It doesn’t use the learners’ native language and uses only the target language. Essentially, it means speaking completely in the target language, but using clues to help students understand, without translating.

The younger children, who lack of knowledge and experience, are attract by the dominant concrete visual image, such as physical, pictures, headwear, toys, cartoon, in teaching school supplies, pen, pencil, book, ruler and so on , I take out the subject, only through a visual demonstration and comparison, students can quickly master knowledge. Another example teaching the fruits, apple, pear, banana, melon use of physical teaching, when teaching verbs: sing, dance, draw, write, using a simple stroke to teach, and so on. Students tend to produce a fresh feeling, attention was immediately attracted to the English words within a few minutes. With the direct method, we can foster students’ ability to communicate in the target language; enable students to think in the target language; train the four skills; achieve correct pronunciation.{C}[iv]

There are some ways to use the direct teaching method:

1.Direct association. New language items are presented by associating meaning with the target language directly.

2.Question and answer exercises. In order to have the newly introduced language items fully understood by students, the teacher answers students’ questions and asks students to answer the questions in full sentences.

3.Conversation practice. Students are encouraged to ask each other questions using the same grammatical structures they have practiced.

4.Error correction. Students are not allowed to make mistakes, their mistakes are immediately corrected by the teacher or by students themselves.

5.Dictation. Dictation is an exercise frequently used in consolidation with written work in the direct teaching method, it is used as a means to reinforce and test what the students have learned.

There is not a single teaching method guaranteeing students’ high achievement. But insist that only the target language should be used in class and meanings should be communicated directly by associating speech forms with actions, objects, mime, gestures, and situations. But at the other hand, this method requires the teachers to avoid using the native tongue, for most native speakers, it is difficult. It was largely dependent on the teachers’ skill, rather than on a textbook and not all teachers were proficient enough in the foreign language to try this method. Sometimes, simple is not a bad thing.

2.3 Song teaching method

Singing is one of the children favourite activity, the song can reduce the difficulty of English sentence, stimulate students’ interest in learning English. English textbooks include many wonderful songs, chants. These songs can be used not only to organize teaching, consolidate the content, but also can enlivem the classroom atmosphere, arouse the enthusiasm of students, cultivate their interest in learning English. There is a song: “Head Should Knees Toes”. Through learning this song, the students can quickly master these words, so it is double benefit. More than this example I can say. When the students learn new words or sentences we can use the English songs, In addition, we can make them a song which we all familiar; We can also design and use of verse. The rap verse are children favourite activities, and thus often used in the primary school English classroom. The teachrs guide students through singing verse, compiled verse refresher to learn the function sentence. It should be noted that the teachers in selecting, creating verse, you should pay attention to embody the rhythm of the verse, make the verse rhythm is obvious and sing catchyly. So that students naturally accept new knowledge in a relaxed atmosphere.

In my opinion, listening English songs is a good way to cultivate students’ interest. It is easy to master, just only need a recored and teacing tapes. It is very useful for our rural areas English teaching. When I teach Grade Three students English, we learned a few of songs: A B C songs, /How are you? /We are a hapy faimily. And so on. Everytime we sang these songs, everybody in the class showed a great enthusiasm. They are so interested in learning English. But there are always two sides to everything. We can’t rely on the songs to teach English, if this, the students’ interest is the English songs, not the English knowledge. We hope that listening songs can help students cultivate the interest, not become their own interesting in English learning. So my suggestions are: 1. We can regard it as a reward to listen and sing songs. 2. The children don’t listen carefully when the class is going on, we can listen and sing. 3. We can also set the songs as homework, let them sing it to their family and friend. So it doesn’t waste time, but improve the interest.

2.4 Body language teaching method

Body language has been widely used in communication out of class. It is a tool to communicate with others, and it does not need our vocal organ, but participation of the parts of body. In expressing some subtle ideas, body language can be a very good helper in English learning. Therefore, in English class, the teachers should pay enough attention to body language and properly use it.

Body language is extremely happy, can attract the students’ attention in class. The active nature of children decide they are hard to concentrate in class learning, body language overcome the shortcomings, cater to the students’ active characteristic, it can drive the children to learn new knowledge interest, both inspires children to participate in the enthusiasm, and to deepen the memory. For example, when a teacher gives an instruction: You two, please come to the blackboard. The students can easily understand it if the teacher looks at or points to some two students. Then the teacher points to the blackboard. The students will carry out the order without obstacle even if they don’t hear the key words blackboard clearly.

Body language is expounded, emphasizing that the proper use of body language in English teaching, including facial expression and gestures. However, English teachers seldom realize that they should use proper body language during their teaching process. They just consider the situation all the students are attending to the lecture when a teacher has his class to be a good one. Actually the fact is not so simple as they think. Although with the same teaching materials, the students, the teachers’ knowledge and experience, the teaching effect is completely different. So we should make use of the body language fittingly, accurately and proficiently.

2.5 More encouragement and less criticism

Teachers should encourage the students more and more, encouragement is a good method that help beginners to overcome difficulties in English studies. Proper election and use of evaluation strategies will help to stimulate the students’ classroom participation, improve the effectiveness of teaching. In recent years, people concern more and more about the functions that encouraging education has in primary school English teaching and relevant researches increase day by day.

In order to achieve the goals, several approaches can be used: First, use encouragement in the target of teaching, stirring up students’ motivation to learn English. The Swiss psychologist Jean Piaget once said: The children are a group of people, who have initiative. If what a teacher has taught them can arouse their interest and meet their need, then the lesson will promote their progress. In English study, pupils often appear well in imitating and have a strong desire to express themselves. Second, use encouragement in the lead-in part, developing students’ interests. As the saying goes, interest is the best teacher. It is necessary to concern about students’ interest in English teaching, especially in the lead-in part. Third, use encouragement in the competition, building up students’ confidence in learning English. Fourth, use encouragement in the teaching evaluation, promoting students to develop in an all-round way. What students show in the class are their abilities, so teachers must give active and positive encouragement to them in time. Sometimes even a simple smile can be a strong motivation in their study.{C}[v]

Everyone should work together to help students mispronounce with little progress which can also be an additional round of applause, so that students feel the warmth of the collective. Here I collect some most popular encouragement sentences used in English class. A teacher should as far as possible say: Good/ You are good /Clever boy or girl /Hurry up/ Come on /Wonderful /Excellent./Great!/Well done. etc. And some sentences: I like the way you .../that’s interesting!/ Don’t wory about it./ No problm./ I don’t think so./ That’s not quite right,/ Any other answers?/ Not quite, can any one help him/her?/ Try again./ You are the best. /Congratulations! /Would you like to have a try? /If you do, you will be the best. /You are so wonderful, I am proud of you. /Nothing is impossible. /Where there is a will, there is a way. / You are the tops. etc. Those popular encouraging sentences and phrases come from my investigations and communications with some English teachers. On our teachers’ guide book, it also mentions a lot of encouraging sentences. If you do these, you can heighten their confidence, students will possibly learn English more earnestly and diligently. Thereby cultivate their interest of English-learning. However, with the improvement of the student’s age, the teachers encouraged students should gradually from external stimuli to inspire students to participate in intrinsic motivation to do things with the language, appreciate the feeling of success. The same time, blindly encouraging is easy to make problems. So I would like offer some of my suggestions on application of encouragement used in primary school’s English teaching. First of all, encouragement should be made in time. English teachers must consciously catch every student’s outstanding points in time. Second, encouragement should be made fairly, we human-beings, are a kind of animal who like being loved and understood by others. Children’s heart is transparent and pure as glass. They need teachers’ encouragement, care, recognition and praise badly. Students, especially the laggard pupils need teachers’ encouragement more. Teachers must assure the just of encouragement and make all pupils think that their teachers care about them. If so, the motivating force of encouragement can be sown in every child’s heart.

In all, the teachers must learn to find their students’ merits in an appreciative perspective, use encouragement, praise and affirmative instead of criticizing or blaming. Those who often get encouragement and praise from their teachers will soon gain self-confidence and make good performance in English.

2.6 Information gap teaching method

Real communication is often initiated because of the existence of information which the listener does not know or the speaker wants to know information that the listener has. That’s the information gap.{C}[vi]

Information gap principle has drawn more and more attention from the English teachers in recent years. Understanding the basic concept and its role in the foreign language classroom teaching, English teachers can be more reasonable to use some information gap contexts, and create an authentic language communication environment for students, so as to achieve a better interaction between teachers and students.

This information gap cerates the need and the desire to speak or write and the curiosity to listen or read. Now I will explain with Information gap activities. Those activities are given different bits of information, by sharing this separate information they can complete at ask. Activities 1: “Guess the word”：Teachers can be grouped students with his back to the blackboard, one student in each group. The teachers presented thewordsand phrases, the rest of the students can only be explained in English with his back to the blackboard.then guess. In the traditional teaching, the school teachers teach knowledge that the textbook includes, the students only to listen, only to do, but use the information gap, the students need to find information from the textbook, through disscuss, select，exchange，get the final answer, from the processs, the pupils had learned the knowledge by themselves, they don’t study mechanically，but learn on their own initiative. Thus, information gap helps improve the interest and cultivate the interest. Activities 2: materials normally consist of two sets, set A and set B. Students sit in pairs. One looks at worksheet A while the other looks at worksheet B. The two sheets each carry part of the information neded to solve a problem. The students then have to transfer the information to each other by asking and answering questions. They must not look at each other’s worksheets. At the end, they get the knoeledge they want to know. This process changes the traditional teacher-centered teaching method, makes the students get the interest of learning, parctices the independent learning ability. It gives full play to the role of students in the learning process. In a word, the information gap is an effective means for improving students’ ability and interest in learning English.

From those activities, we know that it’s necessary of using information gap in teaching English. In all too many English classes, teachers and pupil exchanges have little communicative value, because there is no real information being exchanged. In a traditional, grammar oriented class, for example, teachers often spend a large proportion of class time asking questions for which they and the students already know the answers, thus, there is no information gap to fill. For genuine communication to occur in the language classroom, teacher-student (and student-student) exchanges must go beyond display questions and should be based on the gap that occurs between interlocutors when one does not know in advance what the other is going to say. Information gap activities can promote real communication and facilitate language acquisition. It is one of the most fundamental in the whole area of communicative teaching.{C}[vii]

Chapter Ⅲ Others Methods to Cultivate Pupils’ Interest in Learning English

In order to keep students interested in learning English, we need to cultivate interest in the class time, this is necessary and important. But through extra-curricular learning, we can keep the interest, and in the end,we get the teaching aim.

3.1 Read English that you find in your life

Students can watch, collect, extract English advertisings or name in both English and Chinese. For example, the Agricultural Bank of China, 中国农业银行；made in China, 中国制造, through this activity, the student will own to discover and learn so many extracurricular English.

3.2 Listen and watch English as many as possible

Listen to tapes and beautiful English songs, watch English programs, especially some English movies, such as: Ratatouille /Harry Potter/ Finding Nemo...Through these, they can not only improve the interest and the growth of knowledge, but also cultivate good habits and consciousness the sense of learning.

3.3 Play computer

Let the students play computers. Here I say playing computer is not truely play,  I say the Internet. With it, we can train the basical skills : speaking, listening, read ing, writing. There is a good website we can get use of it. Except this, we can use others those are useful for English learning. Here I want to say, now computer as a household appliance is into thousands of households. Unavoidably computer games become the questions, everybody will like to play. My opinion, the children can moderately play some games, especially those designed in English, this is not bad, but help to improve the vocabulary and interest. Vice versa.

3.4 Finish homework

We learn English is to practice.language is a communicative. Only in the process of practice, the language charm can be seen. For example, the parents could ask their children sing English songs or talk to them. Each have a note as homework.

We live in the countryside where rich in resources, so we can use a variety of resources to enhance interest, to arouse the children’s understanding, and cultivate their interest in learning. Practice has proved that the primary school students are lively, responsive and strong imitative. Vivid and concrete image of the things, prone to the interest of the students. Make full of the recorder, teaching tape, let them listen to reading, listen to stories, read the verse, listen the songs. Let them feel real, authentic English. In a word，we should create a English environment to help chidren cultivate and keep the interest in their study life.

Conclusion

This thesis mainly talks about the importance of interest in learning English and methods of cultivating English learning-interest. Propbably there are still many other desirable strategies, but what are mentioned above must be effective, acceptable and enough for a teacher to solve nearly all the problems in the process of teaching.

Interest is a useful auxiliary in English teaching and learning. It is a kind of internal motivation to push students’ studies. Teachers need to try every way to attract students to the teaching activities and make the students experience that English learning is a kind of interest. Interest is the best teacher. But the central question: teachers shouldn’t depend on these ways in their wholly teaching processes. Because the students’ attention can’t be always attracted by the same thing, even if it is more interesting. so as an English teacher, on the one hand, we need to tell the purpose why we learn English and on the other hand, the teacher should develop the friendship with each other. After all, sometimes the students like their teacher before love this course, and this is the really important