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hether their poor academic performance is due to ineffective learning strategies of lacking skills. Students who attribute failures to lack of strategies seem to have high expectations for success.
Some strategies can be used to develop students’ motivation. One important strategy is helping students identify current barriers to effective studying and overcome them. Students need to know when, where, what and how to learn English effectively. They can make a conscious choice to study when alert and under quiet conditions, and plan time to attend all classes and review lessons. They should be assertive about preserving study time for study. Most important, students should realize that they are in charge of their performance and can take steps toward becoming more motivated and effective learners.
5.2.3 Giving Students Appropriate Feedback
Not only do learners’ own perceptions affect their future success, but teachers’ reactions also impact students’ attributions. Teachers’ reactions and expectancies, verbal and nonverbal, play an important role in the formulation of students’ perceptions and motivation.
Teachers should not economize on words to praise students when they do make progress, it is necessary for teachers to be specific about what behavior students are being praised for. Otherwise, the praise will lose its worth. Hard work and effort should be praised and reinforced. This will build the kind of standards that focus on individual effort and individual improvement. By using students’ past performance as a comparison to show improvement and praising that improvement, students’ motivation will shift from the extrinsic to the intrinsic.
5.3 Arousing Students’ Intrinsic Interest
Lots of students didn’t have special interest in English language; lack of interest is one of the principal reasons why most students learn English passively.
5.3.1 Making the Language Class Interesting
Various teaching methods and class activities can be employed to make the class interesting. One way is to provide opportunities for communication in class. Students are motivated when they have input and some control. Another way is by using simple and well-organized language to paraphrase the text. Using short presentations and varying the vocabulary and the complexity of sentences to decrease the difficulty of text and material are effective to gain students’ attention and to build their confidence. The third way is to provide simple and clear directions on tasks. The role of the teacher here is to break tasks down into accomplishable sections and help students develop a plan of action for the accomplishment of each task. Fourth, if students have enough prior knowledge to recognize the situation, a better way is to incorporate novelty, surprise, and incongruity into teaching and students’ activities to arouse. The fifth way is to use a variety of materials besides textbooks such as reference books, videotapes, novels, movies and newspapers to promote students’ interest.
 
5.3.2 Creating Extracurricular English Learning Environments
Although teachers can do a lot in class to arouse students’ interest in English, the in-class learning hours are very limited. The atmosphere of learning can be created to permeate into students’ study, life, rest, recreation, and extracurricular activities. The activities out of class involve: organizing and participating in English corner, Englis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。