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Center of the Class
Language learning is a partnership between teachers and students (Harmer 2000). Students need to be aware that teachers cannot teach them English unless they themselves are prepared to take some of the strain. Teachers are not ultimately responsible for their learning. It is the learners who should take charge of their learning. However, Chinese students believe that it is the teacher’s job to provide learning and they just wait to be taught. It is the teacher’s task to make them realize that they are the center of class and learning. If merely trying to impose a pattern of independence, the teacher will be unsuccessful in their teaching. It is much better to start very gradually with a piece of homework or some solo work in class where individual students have to investigate a grammar issue or solve a reading puzzle on their own. As students get used to working things out for themselves, they can gradually start to make their own decisions about learning.
5.1.2 Raising the Awareness of Being Good Learners
Good learners have a willingness to listen to the English being used and soak it up with eagerness and intelligence. They are prepared to take risks, to try things out and see how it works. Good learners are willing to think about how to learn—bring or invent their own study skills when they come to a lesson. They also prepared to be corrected if it helps them.
However, according to my survey and my observation, many students do not possess such characteristics. They are absent-minded in class, and didn’t think about what they have learned in class and seldom try using the newly learned words or phrases. Therefore, it is essential for teachers to tell them how to be a good learner and discuss how to learn with them as well as create an atmosphere which shows students that their questions and trying are welcome.
5.2 Reshaping Students’ Attributions
In general, students attribute success and failure to four major causes: effort, ability, the difficulty of the task, and luck. As we know from the survey, low-achievers usually attribute failure to uncontrollable (such as lack of ability) rather than to controllable causes.
5.2.1 Helping Students Attribute Failures to Lack of Effort
If learners attribute success to their effort, they will be more likely to increase their effort on future tasks. As a result, learners can produce a variety of emotional reactions such as feelings of pride, confidence and increased self-esteem. If they attribute failures to lack of ability, they may feel guilty, and shameful, which may lead to learned helplessness. Therefore, helping students attribute failures to lack of effort (an unstable and controllable factor) may promise a change and improve the situation.
An effective way is to provide students with challenging tasks neither too difficult nor too easy, and let then frequently experience success and improvement. Experiencing success can increase students’ self-confidence and self-efficacy, thus changing their attributions gradually from lack of ability to lack of effort. To arrange learning tasks suitable to each student’s ability, it is wise for teachers to help students set realistic and attainable goals.
5.2.2 Helping Students Attribute Failures to Lack of Strategies
When students have done their best, but still have a poor performance or fail in a task, it is advisable for teachers to help them consider w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。