The Empirical Research On The Primary School English Foreign Teachers’ Classroom Motivation

With the internationalization degree becoming more and more deep, English has been more and more important as an international language. According to the characteristics of students’ physical and mental development, our country and many countries abroad began to open English classes or a foreign language in grade three. Domestic and foreign related research prove that foreign language learning is heading for younger. A lot of school at home had opened a English class in the first grade or even in the kindergarten。The new curriculum reform put forward teaching should take students as the center, fully mobilize students’ initiative and enthusiasm, let the students become the master of learning. Elementary school lays the foundation for the students in the future study and development of key stage and is also the starting point of learning English. At this stage, teachers should make full use of various methods to mobilize students study enthusiasm, to cultivate and to protect students’ interest in learning. Classroom is the main position of learning English, and now many teachers do not attach great importance to the English class. They don’t prepare ahead of time, just to teach students to read the words, read the text in class, letting the students mechanical training and memorizing, which hits the enthusiasm of students. For today’s English class is boring, students’ poor learning motivation and study the problem of insufficient momentum, I eager to find solution strategies. Inadvertently observed the foreign teacher’s class, I was very shocked. Because outside the active teaching atmosphere, the students actively participate in and very happy. So this research will study the foreign teachers’ class of A primary school in Shijiazhuang, expecting to find the merit aspects of motivating students to learn and problems that need to be aware of and to help our English teachers better motivate students to learn.This study is divided into six parts, a total of four chapters.The first part is the introduction, this part expounds the background of putting forward the problems, research purpose and meaning, domestic and foreign related literature review, research methods and innovative points, etc.The first chapter expounds the related theory of the development law of students’ body and mind and classroom learning motivation, especially from Maslow’s hierarchy of needs, reinforcement theory, social learning theory, suggested teaching method to explain the incentive theory, providing theory basis for empirical research and case analysis.The second chapter is about the design, presentation and analysis of the results of this study. By showing the observation records of three teachers’ classroom teaching of Shijiazhuang A elementary school and by interviewing the English teachers in China, A number of pupils and the foreign teachers, the author sum up the foreign teachers have incentive functions in the aspects of themselves, knowledge presentation, classroom organization and evaluation. Foreign teachers often use their strong personality charm, humorous language, rich new and interesting presentation as well as the positive evaluation to inspire the enthusiasm of students learning. At the same time, the author also found that there are some problems in foreign teachers classroom teaching such as focusing too much on one student, teachers’ small voice, lacking of discipline, which is worth our vigilance.The third chapter is about the excellent foreign teacher, Megan’s classroom case presentation and analysis, respectively from the teachers themselves, knowledge presentation, classroom organization and classroom evaluation to analyze how foreign teacher motivates students in learning. The author respectively analyze how the foreign teachers motivate students and arouse the enthusiasm of their learning and classroom participation from teachers’ own personality traits, the content and the way to present knowledge, class organization form and the classroom evaluation standard and methods.The fourth chapter is about the enlightenments of foreign teachers’ classroom incentive, including the primary school English classroom incentive strategies and the problems need to pay attention to. The first part proposes some strategies separately from the teachers themselves, presentation of knowledge, classroom organization and classroom assessment combined with the foreign teachers’ class. The second part shows the problems of foreign teachers’ classroom incentive based on classroom observation and interviews to help primary school teachers learn a lesson.The last part is the conclusion, including the summary of this study and prospects. This section summarizes the purpose of the study and the conclusions. The foreign teachers’ class are more active than that of Chinese English teachers and students learn better. The reason is that the foreign teachers have lots of talent and body language. Their knowledge presentation is colorful. Chinese teachers have a lot to learn from the foreign teachers in classroom learning. This section also lists some shortcomings of this study and prospects.