Cultivation of Childrens Interest in English Learning.docx

Cultivation of Childrens Interest in English Learning.docx

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CultivationofChildrensInterestinEnglishLearning

CultivationofChildren’sInterestinEnglishLearning

英语学习中孩子兴趣的培养

Abstract

Withtherequirementofeconomicandsocialdevelopment,EnglishhasplayedamoreandmoreimportantroleinourdailylifesothatpeoplebegintolearnEnglishwithfullyenthusiasmevenfromveryyoungerage.Learningaforeignlanguageisnotasimpleandeasyjob,butsometimesitisboringanddull.InterestiscriticalinEnglishlearning,thus,howtoeffectivelycultivatechildren’sinterestinEnglishlearningisaveryimportantproblem.Thispaperexpoundsthisimportanceproblemandwayshowtocultivatechildren’sinterest.First,theauthorshowsthedefinitionofinterestandthenexplainstheimportantoflearningEnglishandtheirrelations,followingwithvariousfactorsthatarousinginterest.Atlast,accordingtotherationale,theauthorsuggestsseveraleffectivewaystocultivatechildren’sinterestinEnglishlearning.

Keywords:

cultivate;interest;English;learning

摘要

随着社会经济发展的要求，英语在我们的日常生活扮演着越来越重要的角色，人们开始满怀热情的学习英语，即使非常小的孩子也不例外。

学习外语不是一个简单容易的工作，它有时是很枯燥乏味的。

兴趣是学习英语的关键，因此，如何有效地培养孩子学习英语的兴趣是一个重要的问题。

本文阐述了这个问题的重要性和如何培养孩子的方法。

首先，作者阐述兴趣的定义和学习英语的重要性和他们的相互关系，接下来对引起兴趣的各种因素就行讨论。

最后，根据理论原理，作者提出了几种有效的方法来培养孩子在学习英语的兴趣。

关键词：

培养；兴趣；英语；学习

TableofContents

1Introduction1

2TheoreticalRationale2

2.1DefinitionofInterest2

2.1.1IntheTermofPsychology2

2.1.2TheRelationshipbetweenInterestandLearning2

3TheImportanceofEnglishLearning4

3.1FromDevelopmentofBodyandMind4

3.2FromNeedsofSocialDevelopment5

4ConditionsofArousingInterest7

4.1PersonalNeed7

4.2Curiosity7

5WaystoCultivateInterestofYoungChildreninEnglishLearning8

5.1FromthePerspectiveofTeachers8

5.1.1TeachingMethods8

5.1.2Teachingclimate8

5.1.3TeachingMaterials9

5.2FromthePerspectiveofParents9

5.2.1CultivatesaDirectInterestbyEnhanceLearningPleasure9

5.2.2DevelopanIndirectInterestbySettingClearLearningGoals10

5.2.3CultivateTheirInterestinLearningbyUsingtheChildren’sCuriosity10

5.2.4DeveloptheExternalEnvironmentofBeneficialInterestinEnglishLearning11

5.3FromthePerspectiveofSchool11

5.3.1ProvidingOpportunitiesforStudentstoExperienceSuccess11

5.3.2CreateaGoodSchoolEnvironment12

6Conclusion13

Reference14

Acknowledgements15

1Introduction

InrecentyearsinChina,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopularandurgentasChinasucceededinbiddingtoholdthe2008OlympicGamesandenteringintotheWorldTradeOrganization.Masteraforeignlanguage,especiallyEnglishisviewedasapassporttoonesfuturesuccess,thus,moreandmorepeopleswarmintothetideofEnglishlearning.Inaddition,EnglishlearnershavebecomeyoungerandyoungerandEnglishcoursesaretaughtinGradeThreeorGradeOneofprimaryschoolsandeveninkindergartens.Furthermore,mostofparentssendtheirchildrentosomeafter-schoolEnglishtrainclassesontheweekendsinthehopeofpromotingthechildren’sEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionofthechildren’slowattitudeandgradesinEnglishlearning.Therefore,teachersshouldknowthepsychologicaltheoryandtheprocessofEnglishlearninginordertoencourageandenhancetheEnglishlearningofstudents.

Languagelearningisaverycomplicatedprocessthatisinfluencedbymanyfactors.Besidestheintelligentfactor,thenon-intelligentfactors----motivation,attitude,interests,age,methods,willandcharacter----arethedirectandthemostimportantfactorstoEnglishlearning.BecausethebehaviorofEnglishlearnersisdominatedbycognition,inotherwords,thelearnershaveadesireinwhichisadrivetopersistinEnglishlearning.Itistruethattwostudentssitnexttoeachotherinaclass.Theylookalikeandaresimilarinability,buttheyactverydifferently.Onejumpsintoassignments,participateseagerlyinclass,andgetsgoodgrades;theotherhesitatesonassignments,seldomjoinsindiscussion,andbarelygetsby.Why?

Thissituationistypical.Howmanytimeshaveweheardteacherssay,“Shecould.”Theoriesofinteresthelpusexplainthesedifferences.LinChongde,afamouspsychologistsaid,“thesecretofgeniusisastronginterestandhobbies.”

2TheoreticalRationale

2.1DefinitionofInterest

2.1.1IntheTermofPsychology

Interestisanunderstandingtendencywithcolorfulemotion,thatitisanimportantmotivationtounderstandandexplore;thatitisamostactivefactoroflearningandlife;Tomanypsychologists,interestisavague,everydaytermthatdenotesapersonalcharacteristicoranaffectivestateandthathasalreadybeeninvestigatedbymodernmotivationpsychology﹙UlrichSchiefele1991）.Forexample,DeciandRyan﹙e.g.,Deci,inpress;Deci＆Ryan,1985﹚regardtointerest“animportancedirectiveroleinintrinsicallymotivatedbehaviorinthatpeoplenaturallyapproachthatinterestthem”﹙p.34）.SuzanneHideconsideredinteresttobeauniquevariable,aswellasapsychologicalstatethatoccursduringinteractionsbetweenpersonsandtheirobjectsofinterest,andischaracterizedbyincreasedattention,concentrationandeffect﹙SuzanneHide,2006）.Accordingtothepsychologicaldevelopmentofanindividual'spersonality,interestscanbedividedintothreecategories:

﹙1﹚visualinterest,thisisainstinctinteresttohuman.ThevisualinterestarousedbysomethingBrightandvividcolorsorhumorlanguageandaction.Thisinterestissuperficialandunstable,ifwecanarousethisinpotentialinterestearlyageinwhichtheresultnotonlyhelptoimprovelearningefficiencybutalsohelptodevelopahigherlevelofinterestinlearning.

（2）Consciousinterest,thisinterestalongwiththeemotional,mentalactivityandproduction,theinterestisaclearpurposeofthepursuitofpsychologicalfactors.Thisinterestisrelativelystablewithconsciousness.﹙3﹚potentialinterest,potentialinterestisahigherlevelofmentalperformance.Thisshowedastronginterestinthepursuitofenduringlove.Itisnolongerasrandomfactorschange,andnotforthehardsetbackback.What’smore,itisabletosufferforthesakeofcontrast,intheordinarymonotonousfindalotoffun.

2.1.2TheRelationshipbetweenInterestandLearning

Asthesayinggoes:

“Interestisthebestteacher”,thisidiomtellusifapersondothingsheisinterested,hewillbebroughtintothisthingwithfullinitiativeEvenverytiredandhard,healwaysfeelenthusiasticandhappy;evenifthedifficultiesarenotdiscouragedandhetriestothinkofthewaytoovercomeitrelentlessly.Ifyouletthechildrengotoschooltolearningknowledgeheisinterested.Maybethetimeoflearningisverylongbuthedidnotfeelboringandlikeplayinginthegame.Herbart（1806/1965,1841/1965）,oneoftheearlypioneersofmodernpsychology.Heregardedthedevelopmentofunspecialized,multifacetedinterestasoneoftheprimarygoalsofeducation.Interestissocentraltomotivation,learningandperformancethatitmusthavebiologicalrootsandaphysiologicalbasis﹙SuzanneHide,2006）.

3TheImportanceofEnglishLearning

3.1FromDevelopmentofBodyandMind

Educatorssadthatthe4-year-oldchildrenareprimetimeofEnglishdevelopment.Kidsofthisagearemorelikelytoacceptthelanguageandits"carry"theculturalelements,whichmeansthatchildreninthetimetolearnEnglishnotonlyacceptthevocabularymemoryquicklybutalsothinkinEnglishandaninitialunderstandingofWesternculturefromanearlyage.Inaddition,achild'smemorywasgoodandstrongimitation,nomatterwhatreligioncando"accept."Languagelearningtakesalongtime,childrenlearnaforeignlanguageasearlyaspossible,theaccumulationofbeneficialintheirvocabulary,improvetheirlanguagefluency.AmericanlinguistNoamChomsky（N.Chomsky）the"LADtheory"thatthechildrenhaveageneticfactorinthedecisionbythe"innatelanguageacquisitionmechanism"（LanguageAcqui-sitionDevice,referredtoasLAD）.Itisthelanguageofchildren'saccesstothedirectchannel,inthe0to6years-oldisveryactive,graduallyweakeningwithage,12yearsafteritsrolewillincreasinglydisappear.

AccordingtoChomsky'stheoryofspeechsignalsintothebrainafterchildren,LADdevicewillrecognizewhathehadheardthesignal,andmemory.Chomskybelievesthatchildrenareactivegenerationanddevelopmentofthemastersoflanguageratherthanmerelyapassiveresponsetothestimuliofimitators.Thisalsoexplainswhynormalcircumstancesanyfour-year-oldchildrencanbeself-taughtinthebasicneedofmother-tonguelanguageineverydaycommunication;anindicationofthelanguageatthisageisneedforcapacitydevelopment（includingmothertongueandsecondlanguageskills）.Theyare3-6inthedooroflanguagetraining,andonthisbasis,enlightenedwisdomlaterbecameanextraordinaryman.LADtheoryshowsthatchildrenlearningEnglishhasinherentphysiologicaladvantage,notonlyontheirlanguagelearningdoesnotoccurthesameasadults,theconfusionbetweendifferentlanguages,andwillprovideanaturallanguageintheconditions,toquicklygraspaorsomelanguage.（LegalEveningNews）

Britishchildren'sEnglishexpert,"CambridgeInternationalChildren'sEnglish,"oneoftheauthors•MichaelTomlinsonsaidtheglobalageofchildrenlearningEnglishaheadoftrends,suchastheSpanishgovernmenthasstipulatedthatthethresholdforchildrentolearnEnglishis6yearsold,butthisyearto5yearsinadvance.Chinesechildrenarealsourgingparentsearlyintheexam.

3.2FromNeedsofSocialDevelopment

Withthedevelopmentofsocietyand