初中英语教学中移情因素研究（全英文）

初中英语教学中移情因素研究（全英文）情感教学心理学认为，学习过程中影响学习效果的最大因素之一是对学习者情感的控制。学生情感态度的变化会极大地影响外语学习的效率。积极，健康的情感会激发学习者的热情，并促进其克服困难，取得良好的成绩。本文借鉴了国内外学者在这一领域的研究成果，尝试在中学英语课堂上进行移情的应用研究。本研究基本内容试图从中学生的心理特点出发，结合语用移情与礼貌原则与合作原则的关系，探讨移情在初中英语教学的高效性，具体体现在课堂教师的语言和教学，以及教师对学生的反馈上着手运用礼貌策略，平等策略，交流策略，和小组合作策略，来弥补语用移情在初中英语教学中的运用的空白，强调教师的移情语言对英语教学的影响。Accordingtoeducationalpsychology,affectaccountslearningefficiencyandsuccess."Empathy",asakindofpositiveaffect,hasbeenstudiedbymanyscholars.Inthispaper,theauthor,onthebasisoftheachievementsmadebythescholarshomeandabroad,exploredtheeffectsof"Empathy"usedatEnglishclassteachinginmiddleschool.Thisthesisstudiesaccordingtothepsychologyofmiddleschoolstudents,combiningtherelationshipofpragmaticempathybetweenthepolitenessprincipleandthecooperativeprinciple.Basedonthesetheories,theauthorattemptstoproposethreepragmaticempathystrategies:politenessstrategy,appropriatenessstrategyandequalitystrategy,andgroupcooperationstrategy.Contents1．Introduction1.1Theimportanceofstudyingaffect1.2Relatedresearchesofaffectabroadandhome1.3Theimportanceofempathytoaffect2.TheoreticalBasisofEmpathyTheory2.1Theconceptofempathytheory2.2Developmentofempathytheory2.3Theproblemswiththeexistingstudies3.Englishlearningpsychologyofstudents3.1Introduction3.2Learningemotion3.3Learningattribution4.Empathystrategy4.1Pragmaticempathystrategy4.1.1Theoriginofpragmaticempathy4.1.2Pragmaticempathyinbrief4.2Theempathyingroupinteractionstrategy5.TheEffectoftheEmpathyonEnglishTeaching5.1Introduction5.2Usingpraisingandencouragingstrategies5.3Usingcorrectingprobablystrategies5.4Usinggroupinteractionstrategy5.4.1Thinkinginothers'shoesstrategy5.4.2Usingcooperatingstrategy6.ConclusionAcknowledgements1．Introduction1.1TheimportanceofstudyingaffectEnglishteachingisaprocessofthelanguageteachingaswellasaprocessofcommunicatingfeelings.Theemotioneducationisanimportantaspectandcorecontentthatthemodernschooleducationforall-rounddevelopmentcan'tneglect.Thelearners'affectiveattitudedirectlyaffectstheirlearningactionsandoutcome.Theemotionfactorshavethepositionofequalimportancewithintelligencefactorsinthestudyactivity.Affectwillbeconsideredbroadlyasaspectsofemotion,feeling,moodorattitude.InEnglishclassroomteaching,active,healthyandpleasantaffecthasanimportantinfluenceonthedevelopmentofstudentsunderstandingandmasteringEnglishandtheirabilityofusingEnglishcomprehensibly.AccordingtoKrashen's[1]AffectiveFilterHypothesis,affectivefactorplaysaveryimportantroleinsecondlanguageacquisition.Piegetemphasizestheprocessofcognitiveconstructionistheprocessofaffectiveconstructioninhistheoryofaffectivedevelopment.InChina,Manyresearcheshavebeendone.Enjoyableeducationandsuccessfuleducationhaveappeared.1.2RelatedresearchesofaffectabroadandhomeInterestinaffectandaffectivefactorsineducationisnotnew.Duringthe18thand19thcentury,affectivefactorsweretoucheduponintheteachingtheoriesofmanyfamouseducationalistsandpsychologistsinthewesterncountries.Awell-knownFrencheducatorJeanJacquesRousseau(1762)advocatededucatingstudentsnaturally.Hebelievedthatthemostimportantissueisn’ttheknowledgethatistaughttothem,butthecultivationoftheinterestintheknowledgeandthisisthebasicprincipleofallgoodeducationists.”Asearlyas2010yearsago,Confuciuspaidmuchattentiontoaffectiveeducation.Heemphasizedthatlearningshouldmakeapersonexperiencehappinesswhileseekingknowledgeandthatpeoplecouldobtainhappinessspirituallyinthelearningbehavior,soheencouragedhispupilstoenjoythebeautyofemotions.Inmoderntimes,someeducationalists,likeCaiYuanpei,TaoXingzhi,ChenHeqinallpaidattentiontohappylearningwhichwasrelatedtoaffectiveeducation.Mostofthetheory`vivideducation'createdbyChenHeqinwasaboutaffectiveeducation.Inhisteachinghewasfondofthefollowingmethodology:groupdiscussion,competitionandcontest,interestandimitation,replacementandcomparison,gamesandcompetency-basedinstructing.1.3TheinfluenceofempathyonaffectTheaimofEnglishteachingistocultivatestudent'sabilitytocommunicateinEnglish.Classroomteachingisakindofcommunicativeactivitybetweentheteacherandstudents.Theteacherhasaneffectonthestudent'semotionoflearning.Sotheteachermustunderstandthetruefeelings,goalsandaspirationsofstudentsandmuststicktosomebasiceducationalprinciples,suchasencouragementandcompliment,andtryasmuchaspossibletorespectthestudentssoastoarousetheirdesire,interestandmotivationforlearning.Recently,attemptshavebeenmadeinempathytoinvestigatetheroleofemotioninrealcommunication.Researcheshavefoundthat,theroleplayedbyempathyisessentialforlanguagetoachieveitscommunicativefunction.Leech[2]consideredpolitenessasthecoreprinciplegoverningcommunication.Brownnotedthatasophisticateddegreeofempathymustberequiredincommunication:“Inordertocommunicateeffectivelyyouneedtobeabletounderstandtheotherperson'saffectiveandcognitivestates;communicationbreaksdownwhenfalsepresuppositionsorassumptionsaremadeabouttheotherperson'sstate.Fromtheverymechanical,syntacticleveloflanguagetothemostabstract,meaningfullevel,weassumecertainstructuresofknowledgeandcertainemotionalstatesinanycommunicativeact.Inordertomakethoseassumptionscorrectlyweneedtotranscendourownegoboundaries…sothatwecansendandreceivemessagesclearly.”Thereforetheteachermustputhisorherfeetinthestudent'sshoes,thatistosay,"empathy"goeswithhisorhertalkandteaching.Iftheteachertalkswithempatheticlanguage,thenthestudentwillbeaffected.However,theterm"empathy"isnewtomanylanguages2.TheoreticalBasisofEmpathyTheory2.1TheconceptofempathytheoryInLongmanDictionaryofAppliedLinguistics,empathyisdefinedas"thequalityofbeingabletoimagineandsharethethoughts,feelingsandpointsofviewsofotherpeople"(Richardsetal.,1985:91).InhisbookPrincipleofLanguageLearningandTeaching[3]108,Brownsays:“Empathyistheprocessofputtingyourselfintosomeoneelse'sshoes,ofreachingbeyondtheselfandunderstandingandfeelingwhatanotherpersonisunderstandingorfeeling.Itisprobablythemajorfactorintheharmoniouscoexistenceofindividualsinsociety.Languageisoneoftheprimarymeansofempathizing.…”Empathyisdefinedastheabilitytocomprehendanother'sfeelingsandtore-experiencethembyoneself,representsanimportantconceptcentraltoemotionallyintelligentbehaviorPlutchikdescribesempathyasasharingofpositiveandnegativeemotionsthatpromotesabondbetweenindividuals.WhenlinguistKuonfirstraisedtheconceptof“empathy”inlinguistics,manyscholarsbegantostudyitinlotsofaspects.Kuno[4]defines“empathy”as“thespeaker'sidentification,whichmayvaryindegree,withaperson/thingthatparticipatesintheeventorstatethathe/she,describesinasentence”.Inotherwordsempathyisthequalityofbeingabletoimagineandsharethethoughts,feelingsandpointsofviewofotherpeople.Soempathy,asakindofpositiveemotionalfactor，playsasignificantroleinforeignlanguagelearningandteaching.Ithasbeenstudiedbymanyscholars.Alotofresearchersdefinedthetermbyunderstandingandsharinganotherperson’semotionalexperienceinaparticularsituation.Itistheprocessofputtingyourselfintosomeoneelse’sshoes,ofreachingbeyondtheselfandunderstandingorfeelingwhatanotherpersonisunderstandingorfeeling.Itplaysanimportantpartinlinguisticcommunication.Somepeoplethinkthatempathyistheabilitytoputyourselfintosomeoneelse'sposition.Othersdescribeempathyastheprocessofimaginingyourselfassomeoneelse.Guiora[5]definesitas"aprocessofcomprehendinginwhichatemporaryfusionofself-objectboundariespermitsanimmediateemotionalapprehensionoftheaffectiveexperienceofanother"Despitethedifficultyofdefiningtheconcept,thereisageneralconsensusonwhatempathyis.Itiscomposedoftwoprocesses:first,puttingyourselfintosomeoneelse'sshoes,thatis,understandingtheotherperson,andsecond,understandingyourself,thatis,anawarenessandknowledgeofyourownfeelings.Inotherwords,"youcannotfullyempathize-orknowsomeoneelse-untilyouadequatelyknowyourself."2.2DevelopmentofempathytheoryAreviewofthedevelopmentofempathyinthosedifferentfieldswillprovideavividpictureforustobetterunderstandit.Thestudyofempathyinvolvesmanyafieldrangingfromaesthetics,psychology,sociology,linguistics,translation,pragmatics,andsoon.Empathywasoriginallyusedinaesthetics.Nowadays,therearetwodifferentviewsofempathyinthewesterncountries:oneemphasizesmoreonpsychologyandtheotherpaysmuchmoreattentiontothestudyfromtheperspectiveofphilosophy.Thisthesisaimstoreviewthedevelopmentofempathyfrompsychologicalperspective,whichhascloserrelationswiththepresentstudy.TheodorLippsmentioned"empathy"andtookitasaphilosophicalconceptinfluencedbyromanticismandpsychologismwhichdevelopedtheelucidatorypowerofemotions.Atfirst,"empathy"wasdiscussedbyTheodorLippstoclarifysomeaestheticproblems.Thenitwasusedtoexplainhowpeoplesharetheirfeelingsamongoneanotherinsociology.TheoriginalwordinGermanwas“Einfuhlung”,whichwaslatertranslatedasempathyinAmericanexperimentalpsychologyintheearlytwentiethcentury,andwasadoptedbymanypersonalitytheoristsinthe1930s'.Itwasborrowedandrevitalized,especiallybyRogerianpsychotherapistsduringthe1950s'.Meanwhile,ithadabriefencounterwithconditioningtheoristsduringthe1960s'.Mostrecently,socialanddevelopmentalpsychologistshavecalleditintoserviceasanexplanationforaltruisticbehavior.Therehavebeensomerelativelyslightdifferencesinthetermempathyanditsconnotationfromonefieldtoanother,buttherehasalsobeenaremarkableconsistencyofitsusageandmeaning.2.3TheproblemswiththeexistingstudiesResearchesonempathyhavebeencarriedouttoalargeextentinthefieldofEnglishteaching.However,therearestillsomeproblemsexistinginthesestudies,whichcanbesummarizedasthefollowingaspects:Firstly,mostofthestudiesarestaticinsteadofdynamic.Context,asanimportantelementinastudyfromtheperspectiveofempathy,haslittlebeeninvolved.Eventheredoexistsomestudiestakingcontextintoaccount,theyareusuallymonotonousandsuperficial,whichcannotfullyexplainsomeempathyphenomenafromtheperspectiveofempathy.Afterall,languageuseisalwayssituatedagainstacomplexbackgroundwithwhichitisrelatedinavarietyofways.Moreover,analysesareusuallymadeonthebasisofthelimiteddatacollectedandsometimestheycannotfullyrepresentallthesituationswhereempathyisemployed.SoacomparativelyfulldescriptionofPEphenomenaindifferentcontextsisanecessity.Secondly,theresearchfieldswhereempathyisinvestigatedintoarefairlylimited,withonlysomelinguisticstudiesinforeignlanguageteachingandtranslation.However,thestudyhasonlybeenconductedintheselimitedfieldswhileneglectingitasaprevailinglanguagephenomenon,whichhasmadethestudyofempathy.Eventherearesomerelevantstudiesinit,theyarerestrictedonlytosomesuperficialanalysesofcertainphenomenaandcannotcoverallaspectsindepth.3.Englishlearningpsychologyofstudents3.1IntroductionThispart,intwodimensionsofgradesandsexes,contrastsandanalyzesthemiddleschoolstudents’Englishlearningpsychologywhichincludesemotion,motivation,will,attribution,etc.anddrawsconclusionsfromtheanalysisandstudy,andputsforwardsomesuggestionsabouthowtoimprovethestudents’Englishlearningpsychology.3.2LearningemotionThelearningemotionistheaffirmativeorpassivepsychologicalexperienceofstudentstothelearningactivitywhichproducesinthelearningprocess.Theaffirmativepsychologicalexperiencecanbecomethepowertostimulatestudents’studying.Thepassiveemotionalexperiencewillbecomeresistanceoftheirstudies.Inordertounderstandstudent'sstudyemotionalcharacteristic,wedesignaquestionnaire,whichincludesquestionssuchas“doyoulikelearningEnglish?”and“doyouthinklearningEnglishisaninterestingorboringthing?”wechose156studentsinLiangzhumiddleschoolfromGrade1toGrade3.Forthequestion“doyoulikelearningEnglish”,125studentschoseyes,occupying81.6%,31no,occupied18.4%,thedifferencewasremarkable.Inthegradecontrast,92.2%offirst-grade,77.5%ofsecondgrade,73.7%ofthirdgradestudentshavechosentheaffirmativeresponse.Studentsthinkitinterestingoccupying87.8%,theoppositeoccupies12.2%.Inthegradecontrast,97.4%offirst-grade,85.2%ofsecondgrade,82.5%ofthirdgradestudentsthinkthatEnglishstudyisaninterestingmatter.Wecanfindthattheproportionofpositiveismuchlargerthanthenegative.Thissuggeststhatwecanholdpositiveattitudetothestudents’learningEnglish.Butthereare18.4%studentswhodon’tlikelearning.Forthesestudents,itisveryhardtohavetheinterestsinlearningEnglish.SoweshouldpaymoreattentiontothesestudentsandstimulatetheirenthusiasminlearningEnglish.3.3LearningattributionLearningattributionisthecauseanalysisofthestudentstudyaboutsuccessorfailure.Thisanalyseswillhaveanimportanteffecttohereafterstudy.Ifthestudentattributessuccessandfailuretotheeffortfactor,hewillmakegreatereffortinthefuture;ifthestudentattributesthefailuretoinsufficientability,hewilleasilyfeelself-abased.AccordingtoWiener'sascriptiontheory,Ihavemadethistable:Form1smarteffortlucktestteachersuccess3.0%72.4%4.9%6.5%13.1%failure3.4%85.3%1.2%8.1%2.0%Form2smarteffortlucktestteachersuccess2.7%79.8%1.1%3.2%13.2%2.6%68.2%6.0%9.2%14.1%3.8%68.2%8.0%7.8%12.2%failure3.3%90.7%4.0%4.9%0.7%3.4%84.4%1.4%9.2%1.7%3.6%80.3%1.9%10.6%3.6%FromForm1,studentsthinkhighlyofthevalueofmakinggreatefforts.Theyascribelittletotheability.Form2showstheconsistenttendencybetweendifferentgrades.Butasforthevalueofmakinggreatefforts,gradeonethinkhighlyobviouslymorethangradetwoandthree.Thismaybebecausethatgradeonestudentjustentersjuniormiddleschool,theyhavehighlyconfidencestudyingandthecontentiscomparativelysimple.Throughtheaboveanalysis,wemaydrawthefollowingconclusion:thejuniormiddleschoolstudentsthatholdtheaffirmativeemotionexperiencetoEnglishstudyaremorethanthosewhoholdthedenialexperience.TheirmotivationtolearningEnglishiscomparativelyintense.Fromthelearningattribution,theythinkhighlyofmakinggreatefforts.Soaccordingtothis,wecanuseempathystrategyeasily.4.Empathystrategy4.1Pragmaticempathystrategy4.1.1TheoriginofpragmaticempathyAsstatedabove,ProfessorHeZiranfirstlyproposedtheconceptofpragmaticempathyinpragmatics,whodividedempathyintotwotypes:empathyinpragmalinguisticsandempathyinsocio-pragmatics.Inpragmalinguisitics,empathyreferstothefactthattheaddressordeliberatelyuseslanguagetoexpresshis/herattitudesandintention;meanwhileitalsomeansthattheaddressor'sunderstandingoftheaddressor'sintentionfromthestandpointoftheaddressor.Insocio-pragmatics,empathyreferstothefactthattheaddressorandtheaddresseecanbeateachother'sstandpointandrespecttheirideasandthinking,thusreachingtacitunderstandinginlanguagetoachievetheexpectedgoals.Sincetheconceptofpragmaticempathywasintroduced,ithasbeenappliedintotherelevantfieldsofforeignlanguageteaching,andinterculturalcommunicationandsoon.Withtheintroductionofpragmaticempathyintoforeignlanguageteaching,theimportanceoftherelationshipbetweenlanguageandculturehasbecomeobvious.Hymes[6]thinksthatlanguageisfirstlyasocialpractice,theappropriatenessoflanguageshouldbecloselyconnectedwithknowledgeinsocialculture.Solanguageteachinghasbecomeanessentialmeanstohelpthestudentsgaintheknowledge.Someresearchersholdthebeliefthatstimulatingthepositiveemotionalfactors,suchasself-esteem,self-confidence,empathy,andmotivationcangreatlyfacilitatethelanguagelearningprocess.Therefore,itistheteacher'stasktomaximizethepositiveaffectivefactorsandtominimizethenegativeonessoastoarousethelearners'positiveaffectivereactionsandtoencouragethelearners'activeparticipationinlearningtasks.InChina,theteachingactivitiesmainlyhappeninclassroom.Theteacher'slanguageisthemostimportantpartonstudents'emotion.SotheteachermustpayattentiontoclassroomEnglish.Theteachermustunderstandthetruefeelingsofstudentssoastoarousetheirmotivationforlearning.Inaword,thestudyofempathyinforeignlanguageteachingaimstohelptheteachertobeabettercommunicatorinclassroomteaching.4.1.2PragmaticempathyinbriefAsmentionedabove,thedefinitionofpragmaticempathyhasbeengiveninProfessorHe.Itreferstothefactthattheaddressordeliberatelyuseslanguagetoexpresshis/herattitudesandintentions;meanwhileitalsomeansthattheaddressee'sunderstandingoftheaddressor'sintentionsfromthestandpointoftheaddressorinpragmalinguistics.Inhisopinion,thefollowingexamplescanillustratewhatpragmaticempathymeans:1.(IfAsitsnexttoB,andduetopoliteness,Awillsay:)WhatabitofluckthatI'mplacednexttoyou.2.Iamdelightedtocome.Intheabovetwoexamples,theaddressorspeaksfromthestandpointoftheaddressee,whichhasmadetheutterancespoliteenoughtobepleasanttotheaddressee.Thiscanbeconsideredasthephenomenaofpragmaticempathy.However,iftheselinguisticchoicesaremadeinthefollowingsituations,theycanbemorethanpragmaticempathytoshowpoliteness.Forinstance,ifAisaclerkintheoffice,Bishisdirector.ThenAmakesthislinguisticchoicejusttoflatterB,whichisastrategyadoptedbyhimtoshortenthepragmaticdistancebetweenhisdirectorandhim.Theninexample2,iftheaddressorisinvitedbysomebodywhohelovessecretlytobepresentatsomeparty,headoptsPEstrategytomakehimselfclosertoherinrelations,whichishispsychologicalmotivationaswell.Thedifferencebetweenpragmaticempathyphenomenaandpragmaticempathystrategyliesthattheformercanbeapolitenessbehaviorwithoutmotivationsinmostcases,whilethelatteriscloselyconnectedwiththeaddressor'spsychologicalmotivations,whichismorecontext-dependant.4.2TheempathyingroupinteractionstrategyClassroomsareviewedashighlyinteractive,inwhichteacher,studentandsubjectmatterinteract.Groupinteractionalsotermedascooperativegroupwork,isanessentialelementofteaming-basedinstruction.Itprovidesvarietyandcanhelpmotivatestudentstosucceed.Itisagreatwaytoleadstudentstowardsamoreactiveapproachtolearn.Organizingstudentsintogroupshasmanyadvantages:1.Classroominteractionmayhelpstudentestablishbetterteacher-studentrelationshipsand,betterstudent-studentrelationships,itcanalsoestablishtheirpersonalrelationsthroughclassroomsetting,andfinallycanimproveacademicachievements.2.Tohelptheteachersaswellascounselorstohavesomeknowledgeofclassroomgroupinteraction.3.ItcanhelpstudentstolearnEnglishinabettercontextwheremainlylearnfromotherpeers.And,perhapstheywilllearnhowtousethelanguageinarealsocialcommunicativesituation.Interactioncameintothefieldofsocialstudiesearlyinthe19thcenturyandwasoriginallydefinedbyaGermansociologistGeorgeSimmel(ChenZhe,2011).Thereafter,anAmericansocio-psychologistGeorgeH.Mead(ZhongQiquan，2011)believedthathumanintelligence,self-consciousnessandegoaregroundedonsocialinteraction.Asocietyisbuiltonthemeaningsandsymbolsconstructedthroughcontinuingsocialactivities.Anditisperceivedas"anetworkofsocialrelationsorsocialroles"thisisthesocalled"symbolicinteractionism"and"theoryofsocialroles"whicharethesourceideaofthesocialconstructivisminhisworkFoundationofSubjectTheoriesinTeaching.5.TheEffectoftheEmpathyonEnglishTeaching5.1IntroductionAsweallknow,thereisnotmuchlanguageexposureoutsidetheclassroominChina.Mostoftheforeignlanguagelearningtakesplaceintheclassroom.Therefore,improvingclassroomteachingandlearningisveryimportant.Thelanguagethattheteacherusesintheclassroomhasadeepeffectonthestudent'semotionoflearning.JustasDulay[7]said,"Teachingasecondlanguagemeanscreatingforstudentsapartoralltheirnewlanguageenvironment.Theentireresponsibilityforcreatingthelanguageenvironmentfallsontheteacherwhoisteachingalanguagethatisnotusedinthecommunity".Soagoodteachermustbeapproachableandcanidentifythehopes,aspirationsanddifficultiesoftheirstudents.JustasAllen[8]5said,"theattitudeoftheteacheralsoinfluencesastudent'ssuccessanditisparticularlycrucialinthecaseofteachingstudents.Apositiveattitudeonthepartoftheteacherisessentialtosuccess".Therefore,thelanguagethattheteacherusesandtheattitudesthattheteacherdemonstratesinEnglishteachinggreatlyaffectstudents.Asthefollowingexample：T:Whydon'tyouwritedownwhatIsay?S:Ihavenopen.T:Where'syourpen?S:I'mafraidI'velostit.T:Lostit?S:Yes.T:Whydidn'tyoubuyanewone?S:Nomoney.T:Youarekiddingme.(Angrily)Getoutofhereandgetapenrightaway!S:Yes,sir.Whatwillbetheresult?Hereafter,thestudentmayresentagainsttheteacherandhatetoattendhislecture.Supposetheteacherhadturnedtoapplysuchempatheticlanguagebysaying,"Well,takemine,Ihopethatnexttime,youwillgeteverythingreadyforclass",andtheresultwouldhavebeenquitedifferent.In1970,DenisGirard（Harmer[9]6)didastudytoassessthequalitiesateacherneedstohelpinprovidingintrinsicmotivation.Studentswereaskedtolistanyqualitiestheythoughtimportant.Themostpopularwere:-Theteachershouldshowsympathyforhisstudents.-Theteachershouldbefairtoallhisstudents.-Theteachershouldinspireconfidence.5.2UsingpraisingandencouragingstrategiesThePraisingstrategyisoftenemployedbythelanguageteachersinclass.Thepsychologyoftheadolescentsissensitiveandfragile.Iftheteacherdidn'trespecttheirpersonality,thentherewillbecontradictionbetweentheteacherandstudents.Iftheteacherusesthepolitenessstrategyproperly,therelationshipbetweentheteacherandstudentswillbeharmonized,andthecontradictionwillbeavoidedandalleviated.Theteacherishappyabouthisstudents'progressandgoodresultsinstudy,andpraisesthemthroughempatheticlanguage.InEnglishteaching,encouragementandpraiseareneededsothatstudentswouldfeelmuchrelievedandheartened.Wecanusethesephrases：a.Great!b.Welldone!c.Goodjob!d.Perfect!e.Excellent!f.Superb!g.Fine!h.Splendid!i.Remarkable!j.Verygood!k.Notbad.1.That'sexactlyright.m.Goodanswer.n.Youdidverywell.o.Rightyouare.p.QuiterightAtthesametime,praiseneedstobenaturalandsincereandshouldneverbecomedullandroutine.Thepraiseshouldalsobeproperastonotmakestudentarrogantandcocky.Thisisanexampleinmyclassroom:IwasveryhappyaboutTom,agradeonestudent,whowasmakingprogressintheutilizationofthirdpersonsingular.YetTomfeltlikehewasnotmakingprogressandbecamediscouraged.Inordertoinspirehisconfidence,Isaid,"Tom,I'mgladtonoticethatyouarenowusingpronouncorrectly.Youwouldmakemistakesinthepast,butnowyouseldommakethiskindofmistake.Thatisgood.Youshouldbehappywithyourselfbecauseyouaremakingprogress".5.3UsingproperstrategiesofcorrectingDuringtheclass,whenstudentsanswerquestions,theyarelikelytomakemistakes.Theteachershouldrealizethatmakingmistakesanderrorsispartoftheprocessoflanguagelearning.Animportantpartofateacher'sjobistocorrectstudentswhenandiftheymakemistakes.Yetcorrectiondoesnotmeansarcasticremarksandabusivewords.Thisisacaseinmyoralclass.Itisunit11aboutthirdpersonsingular.Inordertostimulatetheirinterests,IaskedthemtotalkabouttheiropinionsaboutsupergirlsshowingtheirvoiceonHunanTV.T:DoyoulikethosesupergirlsshowingtheirvoiceonHunanTV?Ss:Yes,ofcourse.(Whentheyheardthistopic,theyshowgreatinterests.)T:Ok,let'stalkaboutthem.WholikesLiYuchun?Ss:Wearethe"corns"(lotsofstudentsraisedtheirhands.)T:Oh,really?Somostofyoulikeher.Couldyouchooseoneofthecornstotellustherealreason?Ss:(Theydiscussitforawhile,thenaboystandsup.)Sf5:Welikeherbecausemanyreasons.Thefirstone,sheisverycool.Secondoneshedoesn'tlikeothergirls.ThirdoneisIlikeherdress.T:WhatdoyouthinkofhisdescriptionaboutLiYuchun?Ss:(Clappingtheirhandsexcitedly.)Inhisdescription,thestudentmadelotsofmistakesaboutcollocation.IfIcorrectwhenhewassaying,hewillovermindthecorrectnessofthesentence,andignoretheentirenessofthesentenceexpressing.SoIchoseclappinghandsforhim.Atthatmoment,atmosphereofclassroomisveryactive.T:Whataboutothers?DoyouallloveLiYuchun?Sc4:(avolunteer)No,IlikeZhangLiangyingbest,andI'moneofherfans.T:What'sthereason?Sc4:Um,Ilikeherbecauseofherbeautifulvoice,andherbravetofightwithdifficult.T:Yes,really.Infact,Ilikebothofthem.ForLiYuchun,thefirstreasonisthatIlikehercoolpersonality;thesecondoneisthatIlikeherhonesty.AstoZhangLiangying,Ilikeherbecauseofhercouragetofacethedifficultyandtrouble.(ThereasonwhyIsaidthisforare:onetoexpressmyopinions,andsecondtoc