2. Current situation of motivation in high school students’ spoken English learning
2 2.1 Definition of motivation
2.2 Spoken English and problems of high school students in spoken English learning
2 2.3 Problems related with motivators and factors that affect motivation
3 3. Effective methods of motivation to inspire high school students to speak English
5 3.1 Appropriate teacher’s role
3.2 Goals setting and creating an active and cooperative classroom atmosphere
6 3.3 From intrinsic motivation to autonomous learning
3.4 Developing learners’ interest
3.5 Increasing the learners’ self-confidence
The role of motivation in high school EFL classrooms
Motivation is important for all, especially for the adolescent in English learning, as it can make depression into inspiration, turn self-abasement into self-confidence, make regress into progress, even make success becomes failure. Because motivation is the driving force affecting students’ performance in spoken English learning, it has been widely discussed by foreign language researches and EFL teachers for a long time (Richards and Schmidt, 2010, pp.377). According to the different intentions or targets of motivation, it can be divided into two types: intrinsic motivation which refers to an interest in learning which comes from the learner and extrinsic motivation which is driven by outside factors, such as social pressure or academic grades (Deci and Ryan, 1985, in Ryan and Deci, 2000, pp.55). Motivation plays an influential role in English learning. In order to improve the high school students’ English speaking skills in China, many teachers and parents emphasized the extrinsic motivation means by which stimulate students’ English learning interests, however, the methods are unsuccessful. Many students in Chinese high school do not really communicate and speak English proficiently, so it has become urgent to answer the question how to inspire students to speak English and put forward some effective methods of motivation to improve high school students’ spoken English. There are some studies which show the relation between motivation and English learning. Deci et al. (2001, pp.1) points out that ‘extrinsic rewards’ has an undermining effect on intrinsic motivation; Harmers (2001, pp.51-52) gives many sources of motivation influencing students’ English learning; Jackson (2008, pp.71-86) finds an exploration of Chinese EFL learners’ unwillingness to speak English, and Woodrow (2006, pp.308-328) reports causes of anxiety in speaking English as a second language. The purpose of this paper is to analyze the role of motivation in high school EFL classroom for students and teachers’ practice in China, and try to arouse the enthusiasm of oral English learning. My perspectives fall into some main parts: current situation of motivation in high school students’ spoken English learning including the definition of motivation, spoken English and problems of high school students in spoken English learning, problems related with motivators and factors that affect motivation; effective methods of motivation to stimulate high school students to speak English. Problems related with motivators and factors that affect motivation quite clearly show that we should make Chinese high school students have intrinsic motivation and take some measures to improve their English proficiency. 2. Current situation of motivation in high school students’ spoken English learning 2.1 Definition of motivation
Motivation is the driving force affecting students’ performance in spoken English learning, which has been widely discussed by foreign language researches and EFL teachers for a long time (Richards and Schmidt, 2010, pp.377). Motivation is significant in the field of learning and education, although there is no unified definition, it has widely accepted that...
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