An Experimental Study On English Teachers’ Incentive Classroom English Language

The goal of vocational school is employment-centered. The leading task of vocationalschools is to qualify students who possess practical skills, self-confidence and positiveattitudes for their future work. However, according to the survey, most vocational studentslack self-confidence and positive attitudes toward their English learning. It is urgent tochange English teaching methods in vocational schools. The research aims to the influenceof teachers’ incentive classroom English language on learners’ English learningself-confidence，attitudes and performance in vocational schools.There are three research questions to be discussed in the study. The first one is:“whether incentive classroom English language builds vocational school students’self-confidence.” The second research question is:“whether incentive classroom Englishlanguage improves vocational school students’ positive attitudes toward learning English.”And the last research question is:“whether incentive classroom English language helps toimprove vocational school students’ English proficiency.”The research introduces the research background-the necessity and significance ofapplying teachers’ incentive classroom English language. Meanwhile, it summarizesincentive classroom English language and its’ usage. It reviews the literature on incentiveclassroom English language supported by relevant theories, such as Register Theory,Humanistic Theory, and Constructivist Theory. The research is conducted by puttingforward some hypotheses. The subjects were from two classes (Class1069and Class1070)in Shijiazhuang Railway Transportation School. All the students are new-comers whomajor in transportation management. The total number is80-40boys in Class1069and40boys in class1070. Most students are graduated from junior middle schools and aged from15to18. From the results of midterm exam（English Proficiency Test I）, the scores in theEnglish test of these two classes are almost similar. It implies that their English levelbetween the two classes makes no distinction of rank. Furthermore, students in the twoclasses have same English teachers, same syllabus, same textbooks and workbooks.Therefore, the researcher viewed Class1069and Class1070as equivalent groups. Class 1069is considered as the control class, whereas Class1070is taken as the experimentalclass. The two classes had the same class hours, same teaching facilities but differentassessment methods. Questionnaires, interviews, portfolios and tests are used to collectqualitative and quantitative data. What’s more, the researcher presented a sample lessonplan.The experiment lasted for9weeks. The data indicates that students in theexperimental class have made great progress. Sum up, incentive classroom Englishlanguage can motivate vocational school students’ positive attitudes toward self-confidenceand English learning. Their English proficiency has also been improved gradually.