Teach English in ChenjiAfAng Zhen - Shaoyang Shi

Learning a second language such as Englishis a process that requires consisting practices output and also input language, however, there must be challenges parts for the student during the learning process, especially when they are not yet able to express ideas or not being able to communicate with others through the second language. Students may be demotivated in their learning when they find failures using the second language, another possible reason to cause low-motivation are that they are not initiatively willing to join the course, as they may be required to join the course by their workplace. Low-motivation in learning can greatly impact the learning outcomes and the efficiency of the class, as it will lead to unwillingness of participation and engagement in learning activities. As EFL teacher, it is our responsibility to enhance student’s motivation in learning English. It is important and also essential because learning outcomes can only be achieved when the student has the desire to learn. How can we enhance students’ learning motivation in learning English? For raising the students’ desire in learning, we need to build up the students’ self-confidence by understanding their needs, interest, skill level in English and the particular purpose why they want to learn English. Teacher can acknowledge student’s level in English through informal or formal communication at the beginning or prior the class starts. An analyses questionnaire will also help the teacher to analyze students’ English abilities in writing and reading areas, as well as acknowledge their needs of the strength and weakness regarding English learning. It is important to aware of the students’ level of English, as they may get discouraged and frustrated when the learning goal is too difficult and too hard to achieve. Teacher can pre-teach and practice possible difficult vocabulary and target-language at the beginning of the lesson, as the acquisition of certain amount of vocabulary can increase students’ participant willingness. A long-term learning objective can be achieved when a student is able to achieve short-term learning objective, and therefore, a suitable level of scaffolding task can improve their learning motivation and self-satisfaction to participate in learning activities in class and toward to the success of short term-learning objective. The Millennium MICELT (2000) claims that students’ interests can be sustain when students can experience the success in learning through communicative and interactive activities, as well as group based task. Students will lose the motivation and learning desire when the lesson is not well planned with a great balance of teaching mythology for the students to expose the use in English. The effective teaching method called ‘ESA’-Engage, Study and Activate was put forward by Jeremy H (good relationships among learners and between teacher and students, 2008). ESA teaching methodology ensures the lesson allows the student to expose English in both practical and academic aspects, as well as allowing the flexibility of the lesson structure and to sustain students’ interest in the whole lesson. Whereas, various use in different teaching aids and resources can also sustain students’ interest and allow participation opportunities in learning activities. Learning language is q life-long skill and the learning doesn’t end in the lesson, and therefore we as teachers need to develop students’ positive attitude in learning English. We wish to develop students’ initiative learning abilities, and to motivate them to use English to communicate in their daily-life. Reference List The Millennium MICELT 2000, 3rd Malaysia International Conference for English Language Teaching, 15-17 May 2000, Melaka , organized by Universiti Putra Malaysia Consortium for Global Education 2008, 1.ESA Teaching Model-Engage, Study, Activate, http://images.pcmac.org/uploads/cge/cge/divisions/documentscategories/documents/lesson7part1.pdf