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s’ 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. 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
4. Create a relaxed and positive learning climate
Climate is important because it creates an environment that encourages both achievement and motivation (Raviv, Ravivi, & Reisel, 1990, p457). From the view of Maslow’s hierarchy theory, motivation and need and the character of English learning, a relaxed and positive learning climate should be providing for students learning English. In a friendly atmosphere, students can feel secure and their sense of understanding and challenge as well as learning motivation can be promoted. In English learning, students need a great deal of practice to speak in class, thus implementing some rules to ensure them make sufficient use of the practice time and at the same time to make them feel safe and comfortable and are away from criticism and laughing by making mistakes. Meanwhile, teachers should allow students to discuss broadly without the fear of expressing their own thoughts different from others. When students make some mistakes, teachers describe them as opportunities for improvement with warm comments, such as” This is a good experience for you. When you finally get it, you will have improved a lot.” with more smiles and encourages, teachers can have more interactions and stand closer to students. Afterward, before starting class and activity, teachers’ explanation of what students supposed to be learning and why they are learning it promote a sense of value and make students more clear and positive in learning English. Then teachers should present tasks with challenging in the principle of neither too easy nor too difficult that beyond the students’ capacity, because tasks that are too difficult discourage them from trying; tasks that are too easy produce boredom and decreased feelings of competence and self-efficacy (Farrell, 1990, p460). And when students are dealing with the tasks, teachers should prepare to give supportive aids at any moment.
5. Cooperative activities
Cooperative activities are at optimal level to keep students feel safe and can stimulate their arousal. Thus, more and more teachers use cooperative activities in English teaching rather than competition, which is also relatively effective. In cooperative activit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。