WaysMotivateStudentsWiththeofEnglishmoreimportantthatbegintowithfullyevenfromLearningaforeignnotsimpleandjobsometimesitisboringanddull.MotivationcriticalinEnglishthus,howtoeffectivelymotivateinlearningisimportantproblem.ThiswaystomotivateFirst,thethedefinitionofmotivationthenexplainsintrinsicandextrinsicmotivationrelations,followingwithfactorsmotivation.Attotherationale,theauthorseveraleffectivemotivateinEnglishKeymotivationMotivationcriticalinlearningtomotivateimportanttoEnglishIntroductionmongfactorslearning,motivationmakesmotivationimportantlearning.odyⅠ.Theoreticalrationale1.ofmotivationInofInlanguage2.DefinitionintrinsicmotivationDefinitionmotivationRelationshipintrinsicextrinsic3.PersonalfactorsinmotivationMotivationandarousalMotivationandneedsMotivationandMotivationandgoalsⅡ.Waysmotivateinlearning1.UsingandactivitiesInvolvingexpectationandrewardsCreaterelaxedandpositiveclimateCooperativeactivitiesforstudentstoConclusionIntroductionInyearsinChina,learningEnglishbeenprevalenttendencyandithasbecomepopularandurgentintohold2008OlympicandenteringintotheWorldOrganization.ofalanguage,especiallyEnglishisviewedaspassporttoone’sfuturesuccess,thus,moreintoofEnglishInaddition,EnglishhavethatcoursesareinGradeGradeOneofprimaryandinofsendthesomeafter-schoolthethehopeofpromotingthechildren’sEnglishlearning,yetsomeoftheteachersparentsarefrustrationofrecognitionofthechildren’slowattitudeandinlearning.shouldknowthetheoryandofEnglishlearningordertotheEnglishlearningisaverycomplicatedisinfluencedmanyfactors.Besidesintelligentfactor,motivation,methods,willanddirectandfactorsEnglishofEnglishisbyinthelearnershaveadesireinisadrivetoEnglishIttruethattwostudentstoeachotheraTheylookandaresimilarinability,butdifferently.Oneintoassignments,participatesingoodgrades;assignments,seldominandby.Why?Thissituationtypical.Howmanytimeshaveweheardteachers”Shecould.”Theoriesofmotivationexplaindifferences.InJakobovits’sresearch,showsthattheinfluentialfactorstoEnglishlearningare:motivationwhichupwhichupintelligentwhichtakesupup14%(citedinJiaTherefore,parentsinterestedmotivation,whichinEnglishlearningactively.Ⅰ.TheoreticalRationale1.ofmotivationalwaysinfact,theyareunmotivated.Theynotbetowoulddo,itnevertrulysaidareunmotivated1962,Inpsychology,isaforcethatdirectstowardgoal(Paul&DonKauchak,1994,aforceanobject,motivationmovesavisualized,ifindividualsisveenginethatpowersanddirectsindividuals’Motivesimportantfunctions:(i.e.,turningthekeythemotivationalengine),us(i.e.,pointingusinadirection),and3)helpingtotheappropriateforgoalsHamachek,InmotivationaninnerstatethatarousesindividualdesireforgoalandmaintainstheireffortsinacertainInlanguagelearning,motivationnotonlyanintensiveforlearningandacquiringofalsoancausethatstudentsinEnglishlearningItlikeengineandwheelofanautomobilecanmovesstudentsfromtointerest.Itantodrivepersevereinlearning.thattheofforeignlearningfourgoal,effortfulbehavior,desiretoattitude(citedJiahavemotivationacorrectpositivetowardsgreattomasterEnglishwithcleardesireandconsequentlybetterthanthosehaven’tacquiredmotivationandthoseusuallyEnglishlearningasaboringIttruethatmotivationsuchabasicfactorinlearningthatteacheravoidbeingconcernedstudents’motivation.Soitisnecessaryunderstandmotivationdeeply,ideaauthorturnsnext.2.Motivationbedescribedinmanytypesthemaincategoriesaremotivation.Intrinsicisatoneedsthatwithinthelearner,suchneedknow,ofcompetenceorEggen&DonKauchak,Itworksantoataskitornot(CherylL.Spaulding,Inotherword,studentswillinglearnknowledgethatinterestinginoffulfillingneedfeelingofcompetencethatcauseintrinsicmotivation.TheiroflearningisalsotheenjoymentofnotfororStudentsintrinsicmotivationstudyEnglishinitiativeandtendtopreferchallengingtasks.hasainlearning,fortheinterestthemself-perpetuatingandcanthemotivationalgoingforalongtime.Inmotivationanoutwardintheformofexpectation,rewardspowersstudentsinEnglishlearning.Itindividualsbyanoutcomethatisfunctionallyunrelatedtoactivitywhichare(CherylL.Spaulding,P4).Whentowintheirparents’favor,gainteachers’praise,orearnrewardssuchasetcanrightlythatisextrinsic,reasonforlieprimarilythemselvestheaimofnotfortheknowledgetheoutwardintogainAndtheoutwardrewardsstudentstostudyactively.Bothareimportant,toeachotherEnglishIntrinsicmotivationtypeofinnerthatpropelsonwardwithenergyfueledbyitscuriosityandintherealworldnotallofthestudentsenergizedtoperformthisorthattothisorthattopic.Sometimes,agrade,offailingandpraisemovestudentsfromananactivestate.Theofrewardsbeenincreaseintrinsicmotivation,especiallywhenthearethequalitytheperformancerathersimplyonP267).Itclearnecessarytogetstartedfirstplace,2)todownathattheymightHamachek,However,useofextrinsicmotivationstiflePersonalfactorsinA)Motivationarousalcanexplainedamongbehavior,theenvironment,personalfactors.AndpersonalfactorstakeaveryinindividualEnglishlearning.Here,’sfocusonthesefourpersonalfactors:arousal,needs,beliefs,andals.PaulEggenandDonKauchakexplains:Arousalisphysicalandtoanxietyandmotivation.Anxietyarousaltothepointgeneraluneasinessandandmotivationthatstudentspleasureactivitieswithsurprise,discrepancy,or—whichinduces439).teacherhandsaresittingnervouslyandcontentofthewithbloodbreathandhands.thealertandwide-awake.ymotivationisatahighlevel.levelofforperformance(Morris,1988,p438).Soanappropriateassistsinmotivation.B)andAlackingofsomethingnecessaryordesirable.InMaslowhierarchyofneeds,hedividedtwoThefourandtoparethelowerpeoplearelikelytomoveHisworkforInwhothreatenedpotentialmotivatedtountiltheystudyinrelaxedwillmoveneedforwhichrelatedcompetencemotivationneedinhumanbeingsthatenergizespeopletotasksandskills.Thefortofulfilltheirgoals.withaformotivatedbychallenginghighstandards,explicitandthetryagain.withaneedtoavoidavoidchallengingandanxietysituation.canhelpteachersresponddifferentstudentswithneedsaresult,teachallstudentsmoreMotivationandAthirdpersonalfactoraffectspeoplemotivationtheirbeliefs.optimisticbeliefaboutone’sainlearningcanhelpstudentsmotivation.oftheability,humancanholdthebeliefsthatabilitycanimprovedAlthoughstudentsinclinetobeinfluencedteachers’nofabilityparticipatingtheyoptimisticviewabilitytoacertainextendwhichself-confidentoriginally.Theyreactstronglyfailureandself-doubt.Alinkingtheoryisattributiontheory,isattemptsystematicallydescribestudents’explanationsforsuccessesandfailuresin1990,successesabilityandeffortwhilefailurebadluckandtaskdifficultyandmoreopportunitiesforthesakeofoptimallearningabilityaswelllearningmotivation.D)MotivationStudentsgoalsinfluencetheirmotivationtinlearning.Withgoal,studentspurposefullygreateffortlearning.concernedlanguageandtasksworriedfailuretoItsettingandintheminⅡWaystostudentsinEnglishlearning“Youleadahorsetowater,youcanmakehimdrink.”Motivatingstudentsalikethat.ItinvolvesnotonlybutmakingthemthirstyknowledgeAslanguagelearning,Englishlearninghasthatneedthepracticeandcommunicatemorethanothersubjects.StudentsmotivationcriticalforEnglishlearning.Englishteacherseorganizersleadersteaching.haveresponsibilityincreasetheirstudentsinclinationperformwillinglylearning.UsingvariousandinterestingactivitiesItandfunctionaltoapplyactivitieswithchallengeattractarousetheircuriosityinEnglishlearninginviewofmotivation,arousaloflearningadifferentfromotherthatneedtoinspeaking,readingwritingbyrememberingplentyofvocabulary,sentencesandgrammar,practicingandspeakinginStudentswillingtobyCombiningwithrecreationbeandfunwiththeirinwhichisthekeytomotivationareinEnglishinelementaryAsAydanexplains:Well-chosengamesareastheygivebreakatsameallowstudentstolanguageGamesarehighlymotivatingsincetheyareandsameandusefulinandincreasegame,chainstorygamesandinterestingthatcanbeusedinIn-rolesongssummerEnglishcampingtripsareSomesituationandcreativeactivitiesanadvertisementareinhigherVariousandinterestingactivitiesencouragestudentsinvolveasmuchtimepossiblewellasenhancelearningmotivation.Involvingandeffectivetechniquesbeenemployedinteaching,therearemoreandmethodsforteachersstimulatestudents’intrinsicmotivationsuchasputerassistedlanguagelearning),usingInternetandeducationalsoftware.Thesemethodsinteresting,andwithcolorfulpictures,plentifulinformationeffectiveinteractionarousestudentscuriosityandinterestandwellaspromotetheirintrinsicWithintrinsicmotivation,manyinschoolshomestoeffectivelyimprovereadingandwritingthroughthisusingrewardappropriatelyHighusingrewardappropriatelyaremethodsasstimulatestudentsinonthebasisofextrinsicmotivationtheory.Sometimesourexpectationsaboutcauseustoinwaysmakethemrespondasweexpectedthey(Good&Brophy,Extrinsicneedtoberefueledbyoutwardenergysuchasteachershighexpectations,praiseandrewards.demonstratesthatteacherexpectationsinfluencestudentcanyieldperformancefromstudents.“Iknowthatallsolvetheseproblemsifworkit.Nowgetstartedand’llhelpyourunintosomeproblems.Thesewordsshowtheteacher’semotionalsupportandconfidencethestudentabilitiesandasresultthestudentisespeciallyshyinclasstrieshisorbestthewithcanaskanswerquestionsmoreoften,aremorecompleteandandanswergiveencouragementstiruptheirAndexams,activitieshometeacherscanoffermorepositiveorevaluationsabouttheirperformance.Meanwhile,forgetgiveandrewards,whichmustbeexplainedwhythestudentdeservesit;givingcriticismwhichwillstudentrewardsthatstudentsrelyrewardsasforlearningfortheknowledgeitselfaandpositiveClimateisimportantbecauseitthatachievementmotivation(Raviv,Ravivi,&Reisel,1990,p457).FromtheviewofMaslow’shierarchytheory,motivationandneedofEnglishlearning,aandpositiveforstudentslearningfriendlyatmosphere,feelandtheirsenseunderstandingandchallengewelllearningmotivationcanbeInEnglishneedaofinimplementingensuremakeuseofpracticetimeatsametimemakethemsafeandcomfortablecriticismlaughingbymakingmistakes.Meanwhile,teachersshouldallowwithoutthefearofexpressingtheirfromteachersdescribeopportunitiesforwithwarmcomments,suchas”Thisisagoodexperienceforyoufinallyit,youwillhaveimprovedalot.withmoreandteachersmorecloserstudents.Afterward,beforestartingandteachers’explanationstudentssupposedlearningandtheyareitpromotesensevaluemakeclearandinlearningEnglish.teachersshouldpresentwithintheoftoonortoodifficultthatbeyondthestudents’capacity,becausetasksthataretoodifficultdiscouragetrying;tasksthattooanddecreasedofcompetenceAndwiththetogiveaidsatanymoment.activitiesCooperativeatoptimaltosafeandThus,moreandmorecooperativeactivitiesinteachingthancompetition,erativeactivities,canofwhileandexchangeandinvolvewithemotioneffortstosolveproblems.Inthiscase,areandfearfulperformaretoshareideas.methodforhigherleveloftocommunicateinEnglish.Forexample,anddoingwhichcomplexchallenging,aenablestudentstoworkcooperativelyAndasteachers,itmoretohelpsandcommentontheirworkinaskstudentsmaketheirprojects.Thistoontheirlearningandallowsseetheirprogress.Andgivessenseaccomplishmentandresponsibilityforlearning.opportunitiesforexperiencesuccessThelearningiswithbyusingtargetlanguage,notalloflearnerswhenfailu