How to cultivate primary school students’ interest in learning English in English teaching

A famous foreign language educator once said: "The role of emotion in foreign language learning is at least as important as cognitive skills, or even more important." English teaching is not only a cognitive process, but also an emotional process. activity process. The emotions mentioned here first come from the teacher's own interest in teaching itself. Teaching practice shows that the most direct source of motivation for middle school students to learn foreign languages ??is the emotional motivation and attitude of foreign language teachers towards them. Teachers' teaching attitude directly affects students' interest in learning, their enthusiasm for learning and their will to overcome difficulties, and their efficiency in cognitive activities. A teacher who is interested in teaching will make teaching activities lively and interesting because of his skillful teaching, which will make some students who are originally not interested in learning become interested. On the contrary, a teacher who teaches poorly and follows the script will make some students who are originally interested in learning become interested. On the contrary, the students felt that it was boring and their interest was greatly reduced.

Junior middle school students are young and mentally immature, and their impression of teachers directly affects their interest in learning English. In class, I always scan the whole class from time to time to make students feel that there is no "forgotten corner". A teacher's face is a "barometer" of emotions and has rich connotations. Psychologists believe that emotional expression = 7% words + 38% sounds + 55% facial expressions. In addition, the indispensable and even the most important quality of being a teacher is to love students. I usually pay attention to more contact with students, take the initiative to talk to students, make friends, and help them build confidence in learning. I believe that teachers’ good quality and personality can promote tacit cooperation in communicative teaching.

Second, create a sense of security for collective learning in the classroom

It is impossible for students to think creatively when they are in a fearful mood. In order to eliminate the negative psychological factors that are detrimental to learning such as students' confusion, tension and fear of making mistakes, first of all, I make full use of collectives, groups, and deskmates to organize various language practice activities in class to create an atmosphere of mutual help and collaboration so that students can learn safely. feel.

The words with difficult pronunciation are read together and read aloud to give students with learning difficulties the opportunity to correct themselves. If a student is designated to speak immediately, students will generally appear very nervous and feel insecure. Therefore, a variety of classroom group activities can best create a sense of security for students. In addition, when students make mistakes, I always encourage them positively instead of correcting them everywhere. Because students are trying to practice language, making mistakes is inevitable. For these junior high school students, learning English has just begun, and what they need is more encouragement and appreciation. Appropriate and pertinent words have a positive suggestive effect on students, and can inspire students to correct their mistakes, build up the courage and confidence to forge ahead, and realize their potential. Direct and blunt words have a negative implication effect on students. Regardless of their nature, correcting mistakes upon seeing them will cause psychological pressure on students, increase their fear of making mistakes and lose confidence, resulting in low self-esteem and timidity. Therefore, I do not hesitate to give my praise and encouragement during class to meet the students' psychological needs.

Third, stimulate students’ interest in learning and inspire students’ thinking

In teaching, we must first create an English learning situation, create an atmosphere, stimulate students’ interest in learning English, and stimulate learning motivation. , cultivate interest in learning. For example, when learning daily communication terms such as making phone calls and seeing a doctor, we try to use situational teaching. Doing so can not only greatly stimulate students' interest in learning, but also enable students to learn the ability to actually use English. Secondly, we carry out spelling word competitions to stimulate students' interest in learning words; we carry out reading competitions to stimulate students' interest in reading. These competitions actually create an atmosphere of applying what they have learned so that students can truly feel a sense of achievement in English and have " "Useful place", in the competition, when students achieve a success in a certain aspect, they will increase their interest in learning English, and then they will learn more actively and consciously. As students' interest increases, learning effects will continue to improve. In such a virtuous cycle, students' learning burden is gradually reduced, their learning speed continues to accelerate, and their interest in learning will naturally be sustained for a long time.

In teaching, I fully consider the age characteristics, knowledge characteristics and thinking characteristics of students to motivate and inspire. First of all, I choose appropriate teaching methods to mobilize students' various perceptions. During class, I use competitions, games, singing, acting and other forms to activate the classroom atmosphere in order to form students' sense of identity.

Junior high school students have a strong desire to express themselves.

Every time I review the content of the previous class, I often ask some questions and let the students complete them in a rush-answer format. Competitions in dictating words, reading texts aloud, and oral responses are all conducted in groups. Due to the introduction of this competition mechanism, students help each other after class. In class, everyone is unwilling to lag behind and strive to be first. The learning atmosphere is active and the teaching effect is remarkable. .

Fourth, properly evaluate incentives and cultivate students' self-confidence in learning English in a targeted manner to enhance their interest in learning English

What students are most interested in is getting good grades and good grades. When the time comes, they are full of confidence, and when the time comes, they feel dejected. Therefore, I make full use of this psychological characteristic to properly evaluate students in teaching, and use more encouragement methods for students with slightly lower grades to spur them to study hard and catch up; praise students with good grades so that they can continue their efforts; For students with poor academic performance, try to discover their strengths and praise them. Let all students feel that learning English is not difficult and they can achieve good results as long as they work hard.

In the process of class, be good at discovering and grasping every advantage and slight progress of students. Even if it is a good sentence or a well-used word, you must give it in a timely manner. Good, Very good, Use words such as Good Job to praise and affirm, and encourage continued development. As long as there are good aspects, praise and encourage them, so that the students' advantages will persist and their shortcomings will become less and less, allowing students to enhance their self-confidence and self-esteem. Years of teaching practice have shown that whenever I use words of praise and encouragement to treat students' answers, their enthusiasm will increase; when students, especially students with learning difficulties, are praised for answering questions correctly, they will be excited and the whole class will be full of excitement. They would hold their heads high, stare at me intently, and listen to the lectures attentively. These words of praise and encouragement are nothing more than to cultivate students' self-confidence. Only by starting from cultivating students' self-confidence in learning English can we find a breakthrough in students' English learning, take advantage of the situation, and cultivate students' interest in learning English.

Interest is the best teacher. A successful English teacher must consciously and purposefully cultivate students' lasting interest in English during teaching, motivate students to constantly be in a better learning state, and enable them to Love to learn English, want to learn it, learn it well, learn it well, enjoy it and never get tired of it. This requires us to constantly update classroom teaching methods, use flexible and diverse teaching methods, organize students to carry out extensive language practice activities, and apply what they have learned; stimulate students' enthusiasm for practice through various means, enhance their confidence in learning English, and continuously cultivate Students enhance and maintain their interest in learning English, allowing students to change from "I want to learn" to "I want to learn" in the process of learning English, and always maintain this interest during the long teaching process, and truly achieve the goal of teaching .