【正文】 h study. The process of the survey There are ten multiplechoice questions in the questionnaire (seen in appendix). On the Marth 25th, eighty copies of the questionnaire were send in the class 4 in grade one and class10 in grade two in Hengbei middle school that is in Wuhua, Meizhou city, Guangdong province. In the end, sixtyeight copies were collected. Analysis and summarize the result of the questionnaireFrom analyzing statistics of the questionnaire, it is find that 96% of the students want to improve the ability to learn English. In which, only 38% of them are interested in study English. Most of the students lose their confidence to learn English. When it es to the teaching methods, 82% of the students feel bored during the English classroom. On the class, what the teacher speaks is too much, while it is almost no opportunity for the students to speak English. 92% of the students like the teacher who is humorous and learned, whose class is vivid and interesting, instead of whose teaching methods is monotonous and dull. In the current classroom, only 58% of the students are listening to the teacher and taking some notes. 42% of them do other things which are not related to the class. From the questionnaire, boredom is the main problem in the English classroom of local school. Boredom is a huge feelingrelated roadblock in one’s English learning process. There is no need for active effort. The only skills required are to be able to take notesstudents write down what the teacher said and what the teacher write down on the blackboard. Some students doze away the period。 only few listen to the teacher.3. The causes of boredomIn English class, the tedious and bald teaching mode is an important cause of the feeling of boredom. As time passes, boredom will worsen and bee an invisible burden and pressure to students. To help students make considerable progress in English learning, a good teacher should first help them out by eradicating their negative feelings, if any. The improper teaching methods may be nonreactive, overanalytic, and spoonfeeding methods, which may be passed down from kindergarten, primary school, and middle school to college. Nonreactive classroomA teacher who indulges himself in his teaching world, pays no attention to his students, features nonreactive teaching. In a nonreactive class, students learn by rote. In the English classroom, most of the time, the speaker is only the teacher, what the students do is just to listen to the teacher and take notes. This kind of teaching mode uses examination as its ultimate goal, not trying to help students master a language. Another striking feature is that the teacher imparts his English knowledge to his students only in class。 while students mindabsently stare at the book on the desk. No one knows that whether the students are listening carefully or not, whether they understand what the teacher said or not. Spoonfeeding way of teachingIn Chinese traditional and current class, most teachers follow the antiquated teaching, such as “Spoonfeeding”, “Mantangguan” or overanalytic teaching manner which are widely criticized but widely used. Most of the time, the teachers just read the prepared statements and write down the important definitions and information on the blackboard, which not only ignore the students as the main participants, but also degenerate the youthfulness and enthusiasm of the students. Too much worse, their minds are restrained, the potential are curbed, and the creativity is stifled due to the mechanical teaching methods. At last, their interests in acquiring the new knowledge bridle day by day.Take the passage teaching for example, many teachers don’t take it as a whole structure, but tirelessly explain and analyze the passage on the language points one by one to the students. In this kind of class, we will frequently see the teacher spend the most time on the new words’ study. After looking up the dictionary, he or she unabridgedly chalks up all the explanations of the new words on the blackboard and explains them to the students, while the students copy all the things on the blackboard to their notebooks. Obviously, the overanalytic teaching ruins the organic relations of the English language system, overlooks a language’s structure and function and breaks the links between the language style and what between the lines, and ignores the integrated and coherent properties of English teaching and learning.As a matter of fact, the phrases “spoonfeeding teaching” or “Mantangguan” have been strongly criticized for years, but the outdated teaching methods in Chinese schools are not eliminated at all, instead they take on an increasingly and prosperously stage. To some extent, these teaching modes apply to examination, but they go against the rules of English study. This kind of teaching method takes students for a container that waits to be filled with knowledge by the teacher. In class, teacher stands on the platform as a “knowall”, pouring out his knowledge in a steady flow, while students bend their heads over taking notes. At long intervals, teacher may bring up some questions, but this is not to activate students’ creative thinking but to check whether the spoonfeeding is still going well. Needless to say, this kind of teaching method reverses the subject and object in English teaching and learning. It seriously oppresses students’ initiative and creative thinking, giving rise to inefficiency. It is brewing passiveness and downheartedness in students’ study psychology, beating down their confidence in English study.The threeabovementioned teaching modes are typically seen in English class of middle schools. They may be used in class at the same time. As the saying goes, “Give a man a fish and you feed him for a day。 sometimes just an eye contact, a gesture, or a hint possesses the same power. The teacher should enable his or her students to understand all