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s that make them respond just as we expected they would (Good & Brophy, 1991:114). The expectancy-value theory is a well-acknowledged cognitive psychological theory of motivation, and is comprised of two components: expectancy of success in a given task and the value the individual associates with success in that task. Expectancy refers to students' expectancy for success, which can be in turn predicted by their task-specific self-concept and perceptions of task difficulty. The teachers try to take examination process of evaluation methods. Extrinsic—motivated students need to be refueled by outward energy such as teachers’ high expectations, praise and some rewards. Research demonstrates that teacher expectations influence student achievement----higher expectation can yield better performance from students. “ I know that you can all solve these problems if you work at it. Now get started and I’ll help you if you run into some problems.” These words show the teacher’s emotional support and confidence in the student’s abilities and as result the student who is especially introversive and shy to speak in class tries his or her best to overcome the problems with expectation. Encourage students to speak in English bravely. The students are not sure whether they can use English correctly or not, when they begin to open their mouths. The teacher's positive feedback to the students' answers, such as, ' very good ' ,' you are right ',' Excellent ', will certainly increase the students' interest of language learning. They will also be active in thinking about the questions raised by the teacher and be bold enough to response. At the very beginning, they may have slight success, but they will certainly make greater progress later. Moreover, during class, teachers can ask students to answer questions more often, which are more complete and accurate, and allow more time to answer and give more encouragement to stir up their arousal. And after exams, cooperative activities and home assignments, teachers can offer more complete and positive feedback or evaluations to students about their performance. Meanwhile, as teachers, do not forget to give more effective and appropriate rewards, which must be explained why the student deserves it; avoid giving severe criticism which will lower student motivation and rewards excessively that students may rely on rewards as the reason for learning not for the knowledge itself. At the same time, previous researchers showed that learners, whose parents had positive attitudes to the target language as well as the target language culture and community, generally achieve better results in language proficiency than those whose parents held negative views. Psychologists take opposing views of how external rewards, from warm praise to old cash, affect motivation and creativity.
 5.4 Promoting Extracurricular Activities
      Offer the students more chances to use what they have learned outside the classroom. For instance, the teacher can help them in organizing English corner, writing letters in English, blackboard newspaper, drawing pictures with English illustration, etc. Open discussions, debates, interviews, drama and so on are to be commonly employed as means of training critical competence. It is essential to create situations in which the two cultures encounter, in which the students really ponder on the significance of the learning content and dare to give their own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。