【導(dǎo)讀】隨著英語的普遍使用，中國也在大力發(fā)展英語教育事業(yè)。提高學(xué)生的英語水平也成為。學(xué)校教育的一個重要內(nèi)容。的督促教導(dǎo)，教師的教學(xué)方法等因素之外，教師的態(tài)度也是至關(guān)重要的。學(xué)生，決定著學(xué)生能否健康成長。本文研究的是教師的態(tài)度對初中學(xué)生英語學(xué)習(xí)的影響。文章從態(tài)度的定義，教師不同

　　

【正文】 cher thinks that the students have acplished the task so well, of sometimes have done it much better than before, that they worth praising. Some teachers, however, may find their praises are not so useful and successful in raising students39。 learning motivation. The reason lies in the teacher himself, not the praise itself. Those teachers may over use praise, or use them in an unsuitable or even wrong time or place which, on the contrary, makes the students think that they don39。t deserve it. When students believe they have not been successful, they will interpret praise as an indication that the teacher lacks confidence that they can do better. So teacher should know how to use effective praise. Brophy (1981) suggests that it should (a) be based on student39。s specific behavior, (b) provide information for students to use in the future, and (c) focus on students39。 past acplishments as a context for describing present acplishments (Crowl et al, 1997: 254). Knowing how to use effective praise, teacher could, to a larger degree, arouse students39。 own expectation for higher achievement, raise students39。 motivation for studying which will create students39。 selfinitiated learning. Encouraging, it is a kind of attitude used more frequently toward those students who are trying hard but may be somewhat unsuccessful. Focusing on efforts rather than achievement, encouragement stimulates those students to continue trying. Students who have been encouraged accept themselves as they are, even when they are less than perfect or fall short of teacher39。s expectation. Encouragement used 攀枝花學(xué)院本科畢業(yè)論文 Body 11 during class can also solidify students39。 place in class. Being encouraged, they feel they are contributing members and that teacher and classmates accept their efforts as valid, their ideas as useful and contributory, though may be inpletely right. They will focus not on their weakness and underachievement, but their progress and efforts. When they are unsuccessful or underachieving, they will also receive encouragement from their teacher, thus to make them remain confidence in further achievement. 攀枝花學(xué)院本科畢業(yè)論文 Conclusion 12 Conclusion Students are sensitive observers of teachers’ attitudes and behavior, and teachers maybe unaware. This thesis mainly deals with the different attitudes of English teachers to the students in junior schools and the influence for the students. There are many English teachers can not be able to treat students equally without discrimination. Of course, many factors can influence teachers’ attitudes and teachers are usually like those who are like them, but as teachers and as the people who students trust, in order to enhance students’ English abilities and quality of English teaching, teachers should love every student, to understand every student and accept every student for both their strong points and shortings. In order to create a wonderful atmosphere for the students to learn English, teachers should know how to expect their students, how to praise them and how to encourage them. 攀枝花學(xué)院本科畢業(yè)論文 Acknowledgements 13 Acknowledgements My deepest gratitude goes first and foremost to associate Professor Zhou Ronghui, my supervisor, for his constant encouragement and guidance. He has helped me through all the stages of the writing of this thesis. Without his consistent and illuminating instruction, this thesis could not have reached its present form. Second, I would like to express my heartfelt gratitude to the teachers at the Department of English: associate Professor Zhang Chun, Mr. Yuan Bin and Mrs. Cui Zhaohui who have instructed and helped me a lot in the past four years. Last my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis. 攀枝花學(xué)院本科畢業(yè)論文 Bibliography 14 Bibliography [1]. Armstrong, D. G.. et al. Education Introduction (3rd ed.) [M]. New York: Macmillan Publishing Co., 1989. [2]. Brophy, L. E. Child Development[M]. Boston: Allyn amp。 Bacon, 1991. [3]. Crowel, T. K. et al. Educational Psychology: Windows on Teaching [M]. WZ: Brown amp。 Benchmark, 1997. [4]. Dzau , . English in China[M]. Hong Kong: API Press Ltd, 1990. [5]. Hetherinton, E. M et al. 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