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little interest in the way of life of native speakers of the second language, or in the way of teaching by the teachers, are almost to be unsuccessful. If the students have low or no motivation, they probably stop learning when they feel boring in the class, learners who are highly motivated are more likely to get more information than those who have poor motivation.
 
         Good language learners show active involvement in language learning. They appreciate teachers who are systematic, logic, and clear, but prefer to treat them as 'informants' rather than to rely on them (Pickett1978). They like to take charge of their own learning by identifying and pursuing goals and by trying to introduce new topics into a conversation.(Rod Ellis,1994:549)
 
    Ⅳ.The Factors Influencing College Students' English Learning Motivation
 4.1 The Positive Factors
 4.1.1 A Good Classroom Atmosphere
 Good atmosphere in the classroom means students and students, students and teachers exchange and influence each other. Students study in a relaxed and harmonious atmosphere can help them enhance confidence and have the courage to participate, thus this is the most effective way to stimulate and mobilize the college students' learning motivation. "Teachers have a critical function in relation to establishing a classroom environment in which cognitive and affective development can occur together."(Wang Chunying, 2004:1)For example, consider how students spend their time in classes. Do the students occupy themselves taking vocabulary, spelling or grammar quizzes; changing lists of irregular verbs from present to past tense; or translating words or idioms from Chinese to English rather than using what knowledge of the language they have, no matter how minimal, to actually communicate to express themselves in the target language? It seems clear that one of the basic problems we face in the classroom is stimulating free and spontaneous expression. Students are afraid to talk because of a defensive attitude; they fear that they will make a "mistake" or use an "incorrect" grammatical form. Teachers have inhibited spontaneous expression because they have set themselves up as the authority figures who taught, tested, and graded correct structure, tense, and pronunciation rather than testing, rewarding, accepting, and encouraging communicative expression in the second language. Students have actually not been stimulated to create their own unique message in a personal way, but instead have been asked to fill-in-the-blanks, repeat or modify a prepared dialogue, or substitute the name of another person, place, or thing into the blank in the textbook that someone else had written. However, creative communication and expression can occur in a personal way even in the most elementary class. Within their limited structure and vocabulary, students can be motivated to express themselves using the language repertoire that they have. Rather than waiting until they "know" all the dialogues in the text or all tense forms or all the grammar rules of the language or have a 500 word vocabulary or have studied for five years, let the students use English to communicate in the classroom. Don't just "practice communication," but actually facilitate the students' expression of their own idea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。