大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)的研究英語專業(yè)畢業(yè)論文

PAGEPAGE15AStudyonMotivationofCollegeStudentsinEnglishLearningAbstract:Basedontheconceptofthelearningmotivationanditsdevelopment,thispaperpointsoutsthemainfactorsinfluencingtheEnglishlearningmotivationinChinesecollegestudents.Throughthemotivationalquestionnaireof60studentsinYinxingInternationalHospitalityManagementCollege,thisarticledrawsfromtherelatedscholars’andhistoricalreviews,andanalyzesthemainfactorsaffectingtheEnglishlearningmotivationofcollegestudentsfromthestudents’internal,socialandeducationalperspectives.ThepurposeofthispaperistoputforwardfourstrategiestostimulatetheEnglishlearningmotivation.ThesefourstrategiescanhelpstudentsenhancetheabilitytolearnEnglishthat:1)tocommunicatewiththeEnglishteachersactively,inordertoestablishagoodrelationshipbetweenteachersandstudents;2)toevaluateandattributereasonablythestudents’Englishlearning;3)toenhancetheirinterestinEnglishlearningthroughavarietyofways;4)todevelopstudents’senseofsocialresponsibilityandself-worth.Keywords：Collegestudents;Englishlearningmotivation;majorfactors;strategies大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)的研究摘要:本文從學(xué)習(xí)動(dòng)機(jī)的概念及其發(fā)展出發(fā)，著重研究了影響我國大學(xué)生英語的學(xué)習(xí)動(dòng)機(jī)的主要因素。論文通過對(duì)本校60名大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)的相關(guān)問卷調(diào)查，并借鑒相關(guān)學(xué)者研究的觀點(diǎn)，從學(xué)生自身內(nèi)部，社會(huì)和學(xué)校教育三個(gè)角度分析出了影響當(dāng)今大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)的主要因素，旨在為大學(xué)生提出一些激發(fā)英語學(xué)習(xí)動(dòng)機(jī)的策略。本文為激發(fā)大學(xué)生英語學(xué)習(xí)動(dòng)機(jī),幫助大學(xué)生提升英語學(xué)習(xí)的能力提出了四個(gè)策略：1）要主動(dòng)與英語老師溝通交流，以便建立一個(gè)良好的師生關(guān)系；2）要對(duì)自己的英語學(xué)習(xí)進(jìn)行合理的評(píng)價(jià)及其歸因；3）通過多種方式來提升自己對(duì)英語的學(xué)習(xí)興趣；4）培養(yǎng)自身的社會(huì)責(zé)任感和自我價(jià)值觀。關(guān)鍵詞：大學(xué)生；英語動(dòng)機(jī)；主要因素；策略Contents1.Introduction 12.MotivationonEnglishlearning 22.1Definitionsoflearningmotivation 22.2Theclassificationoflearningmotivation 32.2.1Intrinsicmotivationandextrinsicmotivation 32.2.2Integrativemotivationandinstrumentalmotivation 33.TheresearchontheEnglishlearningmotivation 43.1Descriptionoftheresearch 43.2Datacollectionandanalysesoftheresults 54.ThefactorsinfluencingEnglishlearningmotivation 64.1Internalfactors 64.1.1Students’beliefsorinterestsaboutEnglishlearning 64.1.2Students’goalsaboutEnglishlearning 74.1.3Students’attitudesonthescholasticrecords 84.2Socialfactors 84.3Educationalfactors 95.StrategiesabouthowtostimulatetheEnglishlearningmotivation 105.1Establishingapleasantandsupportiveclassroomatmosphere 105.2Evaluatingandattributingthestudents’ownEnglishlearning 115.3EnhacingstudentsinterestinEnglish 115.4Developingthesenseofstudents’socialvalueandself-worth 116.Conclusion 12References 13Acknowledgments 14Appendix 15AStudyonMotivationofCollegeStudentsinEnglishLearning1.IntroductionNowadays,Englishlanguagehasplayedanimportantroleintheworld,sointheuniversitylearningandmasteringEnglishalsobecomeacompulsorycourseinChina.Englishisanimportanttoolforexchanginginformationandexpressinginnerthoughts.TheelevationofEnglishlearningbasesonalongperiodwhichincludeslistening,speaking,readingandwriting.Inordertolearnthislanguagebetter,thepropermotivationhasbeenregardedasthemostdynamicfactorsaffectingtheEnglishlearning.JustasCorder(1981)putit,“givenmotivation,anyonecanlearnalanguage”.Uptonow,manyresearcheshavebeenconductedtodescribeandanalyzethemotivationofcollegestudentsinEnglishlearning.Theword“motivation”hasappearedinthebookin1930sofficially.Motivationallevelisreflectedbythelearners’motivationalbehaviorandit’sinfluencedbymanymotivationalvariables.Inrecentyears,muchworkhasbeendonetoresearchintothemotivationalvariables.Gardner(1972)andLambert(1972),aspioneersinthefieldofSLA,haveresearchedintomotivationmainlyfromsocial－psychologicaldimensionanddividedmotivationintointegrativemotivationandinstrumentalmotivation.Inthe1990s,researchersofsecondlanguageshadnotonlyconductedresearchfromthisdimension,butalsointroducedsomeotherkindsofmotivationsandmotivationalvariablescomprehensivelyfrommanyotherperspectives.ManyChineselinguistshaveattachedgreatimportancetomotivationstudyinLEFLinrecentyears.ThemainresearchonChinesestudents’EnglishlearningmotivationincludesLiuRunqingandhiscolleagues’studyof“TheMainDeterminantsofEnglishMajors’LanguageLearningSituation”(1991).MostresearchtakesmotivationasoneofthedeterminantsoflanguagelearningachievementandinvestigatestheinfluenceofmotivationonEnglishlearning.ButfewstudieshaveanalyzedthefactoreffectingthemotivationofcollegestudentsinEnglishlearningfromintrinsicandexternalperspective.SothispaperaimsatresearchingthelearningmotivationofcollegestudentsinChina.Anditanalyzesthemotivationalquestionnaireof60collegeEnglishlearners,andfurtheranalyzesofthemainfactorsaffectingEnglishlearningmotivationfromintrinsicandexternalperspectiveofcollegestudents.ThelasttheauthorofferssomesuggestiononhowtostimulatethemotivationinEnglishlearning.2.MotivationonEnglishlearningThischapterintroducesseveraldifferentfamousdefinitionsofmotivationandsomerecognizedclassificationsofmotivation.Whatwillbediscussedinthischapteristhetheoreticalbasisofthestudy.2.1DefinitionsoflearningmotivationThewordofmotivationisderivedfromtheLatinterm“motivus”(amovingcause),whichsuggeststheactivatingpropertiesoftheprocessesinvolvedinpsychologicalmotivation.Althoughresearchersacknowledgeunanimouslytheimportanceofmotivationinforeignlanguagelearning,sofartherehasbeennogeneralagreementonthedefinitionofmotivation.Herearesomedefinitionsprovidedbysomespecialists.Keller(Crookes&Schmidt,1991,p.219)definesmotivationas:“thechoicespeoplemakeastowhatexperiencesorgoalstheywillapproachoravoid,andthedegreeofefforttheywillexertinthatrespect”.Thisdefinitionistoosimpleandgivespeopleaninitialideaaboutwhatmotivationis.Gardner(1997)definesmotivationinhissocial-psychologicalmodelasreferringto“thecombinationofeffortplusdesiretoachievethegoaloflearningthelanguageplusfavorableattitudestowardslearningthelanguage”Heckhausen(Dornyei,1998,p.43)seesmotivationasaglobalconceptforavarietyofprocessesandeffectswhosecommoncoreistherealizationthatanorganismselectsaparticularbehaviorbecauseofexpectedconsequences,andthenimplementsitwithsomemeasureofenergy,alongaparticularpath.WilliamsandBurden(劉東樓,2002,p.58)definemotivationas“astateofcognitiveandemotionalarousal,whichleadstoaconsciousdecisiontoact,andwhichgivesrisetoaperiodofsustainedintellectualinordertoattainaprevioussetgoals”.HeZhaoxiong(高一虹,2003,p.43)thinksmotivationas“aprogresswherebyacertainamountofinstigationforcearises,initiatesaction,andpersistsaslongasnootherforcecomesintoplaytoweakenitandtherebyterminateaction,oruntiltheplannedoutcomehasbeenreached”.2.2TheclassificationoflearningmotivationInthelightoftheviewsfromdifferentbranchesofpsychology,motivationisgenerallyclassifiedintotwotypes:intrinsicandextrinsicmotivation,proposedbycognitivepsychologists,whichfocusonthereasonswhypeoplechoosetoactincertainways;andintegrativeandinstrumentalmotivation,initiatedbyRobertGardnerandWallaceLambert(1985),whichrepresentsreasonsforstudyingthelanguage.2.2.1IntrinsicmotivationandextrinsicmotivationCognitivepsychologistsclassifymotivationintotwotypes:intrinsicandextrinsicmotivation.Intrinsicmotivationdealswithbehaviorperformedforitsownsakeinordertoexperiencepleasureandsatisfaction,suchasthejoyofdoingaparticularactivityorsatisfyingone’scuriosity.Whileextrinsicmotivationperformsabehaviorasameanstoanendthatisreceivingsomeextrinsicrewardortoavoidpunishment.Thereasonmightberelatedtothetraitsofsituationalmotivation.Thestudentsdominatedbythatmotivationareeasilyaffectedbytheexternalenvironment,suchasteachers,textbooks,ortheclassestheyarestudyingin.Theirmosttypicalfeatureisthedependenceontheactualsituationtheyareinvolvedin,whichmeansiftheyaresatisfiedwiththeexternalenvironment,theywouldliketodevoteintothestudyofEnglish;otherwise,theywouldnot.2.2.2IntegrativemotivationandinstrumentalmotivationThisfamousclassificationwasfirstlymadebyGardnerandLambert(1959).GardnerandLambertarepioneersinthefieldofSLA.Integrativemotivationrefersthatthedesiretoachieveproficiencyinthetargetlanguageinordertoknowthetargetcultureandbeidentifiedinthetargetlanguagecommunity.Theygetpleasureandsatisfactionfromthelanguageitself.Theattractivecultureofthecommunityisanotherfactorthatdriveslearnerstolearn.IntegrativemotivationisanessentialrequirementforsuccessfullanguagelearningHowever,learningEnglishforcollegestudentsinChinaisacomplicateprocess.MostimportantexamsofentrancehavecertainrequirementsforEnglish,somecollegestudentslearningEnglishjustmeetthedemandoftests.Nowadays,ourcompositesocietydemandsthesetalentswhocanmasterthemultipleworkingability.SostudytheEnglishlanguageistomakethegoodpreparationforsteepingintosocietyandseekingforasatisfiedjob.Abovethesemotivationcanbecalled“instrumentmotivation”.3.TheresearchontheEnglishlearningmotivationInthischapter,theauthorwillintroducethesurveywhichincludespurpose,procedureandresults.Itanalyzesthemotivationalquestionnairesof60collegeEnglishlearners,whichmakespreparationforthenextchapterthatanalyzesthefactorseffectingtheEnglishlearningmotivation.3.1DescriptionoftheresearchTheresearchofEnglishlearningmotivationincollegestudentsismadebyGaoYihongwhoistheprofessorofforeignlanguagedepartmentinPekinguniversity,whichisthelatestandgreatestachievementsforChinesescholarsinrecentyears.TheauthordrawsthequestionnairefromGaoYihongprofessor(高一虹,2003).Inthecourseofanalyzingtheresearch,percentagewascalculatedfromeachitemacrossallquestionnaires.TheauthoranalysisthefactorsinfluencingEnglishlearningmotivationbasedonthepercentage.Thisquestionnairewasmadeamong60studentsinYinxingItconsists30itemsintheGaoYihong’squestionnaire.Therearefiveanswersontheeachquestion,whichuseda5-pointscale,withthefollowinganswer:1(stronglydisagree),2(disagree),3(noclearanswer),4(agree),5(stronglyagree).The30itemsaredividedintosixpartsbasedontheGaoYihong’sresearchachievements:intrinsicinterests,learningenvironment,goingaboard,scholasticrecords,socialresponsibility,informationmediaandpersonaldevelopment.TheresultscanbecalculatedthroughthetotalproportionofSA(StronglyAgree)andA(Agree).Accordingtotherelateddata,theauthoranalyzessomefactorsfromthestudents’internalandexternalperspectivestimulatingEnglishlearningmotivationandputsupwithsomestrategiesabouthowtopromotetheEnglishlearningmotivation.3.2DatacollectionandanalysesoftheresultsTheauthorsortsouttherelevantdata,andcalculatestherespectiveproportionsbystudents’answers.Theresultsarefollowing:FactorsPercentage(%)StronglyDisagree(SD)Disagree(D)NoClearAnswerAgree(A)StronglyAgree(SA)Intrinsicinterests(1-6)2.83.816.332.644.5Scholasticrecords(7-10)5.814.22938.212.8Learningenvironment(11-16)6.521.624.832.214.9Goingaboard(17-19)2425.436.224.813.6Socialresponsibility(20-22)15.427.725.323.28.4Personaldevelopment(23-28)21.36.8Informationmedia(29-30)272624185Fromthegraph,theresultscanbeseenthat:inthe“intrinsicinterest”part,44.5percentagesofstudentsstronglyagreeand32.6%studentsagreethatinternalinterestiscrucialfortheEnglishlearningmotivation.Andforthescholasticrecords,12.8percentagesofstronglyagreeand38.2%studentsagreethattheywouldbeinfluencedbythescoresinthesomeexaminations.Bycontrast,47.1%studentssaytheirEnglishlearningmotivationarerelatedtothelearningenvironment.Whileonly38.4%studentspointoutthattheylearnEnglishinordertogoaboard.Forthe“socialresponsibility”,8.4percentagesofstudentsstronglyagreeand23.2%studentsagreethatlearningEnglishcontributestothedevelopmentofthesociety.Atthemeantime,28.1%studentschoosethe“personaldevelopment”asthefactorinfluencingtheirlearningEnglishmotivation.Andonly23percentagesofstudentsthinktheyregard“l(fā)earningEnglish”astheinformationmediajustforkeepingupwiththechangeableworld.ItreachesaconclusionthatthemainimportantfactorsaffectingEnglishlearningmotivationare“intrinsicinterests”and“scholasticrecords”.Nextimportantfactorsare“l(fā)earningenvironment”and“goingaboard”.Atlast,bycontrast,students’motivationsareinfluencedthelearningmotivationalittleby“socialresponsibility”,“personaldevelopment”and“informationmedia”.4.ThefactorsinfluencingEnglishlearningmotivationMotivationtolearnisthekeyelementinsuccessfullanguagelearning.Therearemanyfactorsfromthestudents’internalandexternalperspectivestimulatingEnglishlearningmotivationwhichareconsideredimportant.4.1InternalfactorsFromacognitiveperspective,thechoicebyoneselfisthemostimportantfactorsforstudents.Collegestudentshavechoicesorwaysinwhichtheybehaveand,therefore,cancontrolovertheiractions.Ifpeopleattachahighvaluetooutcomeofallactivity,theywillbemorelikelytobemotivatedtoperformit.TheauthordiscussestheinternalfactorsthatdirectandshapeChinesecollegestudents’inherentmotivation.4.1.1Students’beliefsorinterestsaboutEnglishlearningFromthedataofgraph,77.1%studentsthinktheylearnEnglishbecausetheyareinterestedinEnglish.Sostudents’internalinterestiscrucialfortheirEnglishlearningmotivation.InEnglishlearning,students’interestsarerelatedtotheirself-concept,self-beliefandself-determination.Itisaself-reflectivecapability,permittingthelearnerstoreflectonandevaluatetheirownexperienceandthinkingprocess.Self-conceptisdefinedas“thetotalityofacomplexanddynamicsystemoflearnedbeliefswhicheachindividualholdstobetrueabouthisorherpersonalexistenceandwhichgivesconsistencytohisorherpersonality”.Thatis,self-conceptisone’scollectiveself-perceptionsformedthroughexperiencesandinterpretationsoftheenvironment,andheavilyinfluencedbysignificantotherpersons.WhencollegestudentshavebeenlearningEnglishlanguage,theyoftenhavetheirownconceptsorunderstanding.Inthemeantime,studentsdevelopcorrectmotivationtolearnEnglishactively.Self-determinationorautonomyisoneofcentralcomponentofintrinsicmotivation.InEnglishlearning,self-determinationreferstothestudents’beliefsabouttheircapabilitiestocarryoutthelearningtasks.Itisaself-reflectivecapability,permittingthelearnerstoreflectonandevaluatetheirownexperienceandthinkingprocess.Throughthereflection,learnerscanengageinself-evaluationandaltertheirthinkingandsubsequentbehavior.Alearnermayhaveallthenecessaryskillstoperformacertaintask,butunlessheorshebelievesthatheiscapableofdoingso,heorshewouldnotliketodemonstratethoseskillsinthatcontext.Thus,learners’beliefswillinfluencetheirchoiceofactivitiesthattheyundertakeanditalsoaffectstheamountofeffortthattheyarepreparedtoexertandthelevelofpersistence.4.1.2Students’goalsaboutEnglishlearningThegoalrefersthatstudentswanttobewhatortheyshouldhavecertainability.Inotherwords,thegoalisconnectedwiththestudents’personaldevelopment.Inthelastchapter,theauthorgetstheresultsthat28.1%studentschoosethe“personaldevelopment”asthefactorinfluencingtheirlearningEnglishmotivation.Goal-settingreferstothenotionthatallindividuallearnersareabletosetgoalsandhastheplanandeffectivewaystoachievethem.Studieshaveshownthatgoalsregulatelearners’motivationalbehavior.Ifstudentshaveapropergoal,theywillhavetherightmotivationtolearnEnglishandgetthefinalsuccess.Withoutgoal-setting,learnerswouldfeelaimlessandlackasenseofdirectionandcan’tattainachievement.Therearethreemechanismsbywhichgoalsaffectmotivation(Dornynei,2001,p.204):1)Theydirectattentionandefforttowardsgoal-relevantactivitiesattheexpenseofactionsthatarenotrelevant.2)Theyregulateeffortexpenditureinthatpeopleadjusttheirefforttothedifficultylevelrequiredbythetask.3)Theyencouragepersistenceuntilthegoalisaccomplished.Individualswhohaveacceptedspecificanddifficultgoalswilloutperformindividualswithnonspecific(“doone’sbest”)andeasygoals.Individualswithspecificandchallenginggoalspersistlongeratataskthanindividualswitheasyandvaguegoals.Goalsthatarespecific,moderatelydifficult,andlikelytobereachedinthenearfuturetendtoenhancemotivationpersistence.Whensomeonehasacleargoal,heislesslikelytobedistractedortogiveupuntilhereachesthegoal.Setting-goalscaninfluencetheamountofmotivation,andstudents’havetoreachthem.Setting-goalsseemratherimportantinordertopromotetheirmotivationinthesecondorforeignlanguagelearning.4.1.3Students’attitudesonthescholasticrecordsItseemsintuitivelyclearthatEnglishlearnersbenefitfrompositiveattitudes.Whenalearnertakesafavorableattitudetowardsthenativespeakers,heismorelikelytobemotivatedtosomeextent.Thereare51%studentslearningEnglishbecauseoftheirscholarrecords.Iftherecordsaresatisfied,studentswillhavetheconfidenceorthefeelingofsuccess.Atthemoment,studentshavethehighlyEnglishlearningmotivation.ThelearnerwithmorefavorableattitudeswillwishformoreintensivecontactwiththeEnglishcommunity.Sofavorableattitudesreinforcetheextenttowhichaleanerperceivescommunicativeneed.TolearnEnglishmeanstoadoptanewself-imageandtothinkinanotherpattern.One’sattitudetowardstheEnglishcultureitselfinfluenceshowoneexperiencetheEnglishlanguagelearningprocess.Ifthisattitudeisnegative,theremaybestronginternalbarriersagainstlearningandiflearninghastotakeplacebecauseofexternalcompulsion,itmayproceedonlytotheminimumlevelrequiredbytheseexternaldemands.Insomelearningsituationsinwhichlearnersdonothavesufficientexperiencesofcommunity,theydonothaveattitudesfororagainstit.Insuchcases,learner’sattitudesrelatedtolearningprobablyresultsfromtheexperienceinlanguageclassroom,fromtheteacherandthematerialsorfromhis/herpreviouslearningexperiences,successorfailure.Thereisnoclearevidencethatindicatesthatindicatesthatlearners’initialattitudeswereanimportantcontributortotheireventualproficiency.However,successfullearnersdevelopedfavorableattitudesasthecourseprogressedandtheseattitudesencouragedmoresuccess.InEnglishlanguagelearning,successwillstimulatelatersuccess.Theconverseofthisisthatfailuremayproducenegativeattitude.4.2SocialfactorsCollegestudentsarethespecialmembersofthesociety,andplayimportantrolesinthesociety.Theyhavetheresponsibilitiesforthesociety.Basedonthedata,31.6percentagesofstudentswanttostudyEnglishwellinordertocontributetosocietyandfightforthehonorfortheircountry.Thereforesocietyalsoimpactsthestudents’motivationoflearningEnglish.Thelearner’sinterestsareassociatedwiththepragmaticandutilitarianbenefitsoflanguageproficiency,suchasabetterjob,apromotion,orpassingarequiredexamination.InChina,Englishlearnershavefeweropportunitiestocommunicatedirectlywiththenativespeakers.Thus,theneedofsocietystandsouttobeadecisivefactorthatinfluencesthelearners’motivation.ChinadevelopssofastwiththeinternationalexchangeextendingandEnglishiswidelyusedineveryfield.Thiscompetitivesocietyurgesstudentstoimprovethemselvestokeepupwiththesociety.Forcollegestudents,EnglishExaminationsystemisanothersignificantvariabletoinfluencethelearners’motivationinChinawhereexaminationisthetraditionalandacceptedwayofmeasuringalearner’sabilityandcompetence.UnderthecurrentexaminationsysteminChina,agoodmarkinEnglishisoneofthepermissionofgraduatestudy.Sostudentsaredriventoworkhard,takepartinallkindsofexaminationsandtrytogetgoodmarksinordertoprovetheirEnglishcompetence.4.3EducationalfactorsTeachingsyllabusistheguidanceoflanguageteachingandlanguagelearning,whichdirectslanguageactivities.Itscontentsshouldbeadaptedtotheparticularsituationoflanguagelearningandbeacceptedforboththeteachersandstudents.Besides,itshouldmeetthestudents’needofknowledgeandmakethemmotivatedtolearnthelanguageaswellasdrivetheteacherstoteachactivelyandpassionately.ThereisnodoubtthatlearningenvironmentinfluencesthemotivationofEnglishlearningtoalargeextent.Basedonthedata,47.1percentagesofstudentswanttostudyEnglishwellbecausetheylovetheirEnglishteachersortheyliveinalifethateveryonelovesEnglishandwantstolearnitwell.Studentslearningwillbebetterinapleasureatmospherethatissupportiveandsafe.Emotionally,asuitableenvironmentforlanguagelearningshouldbeonethatenhancesthetrustneededtocommunicateandthatenhancesstudents’confidenceandcuriosity.Cooperativelearningjusthelpstoachievesuchanenvironment.Itcanbedefinedasavarietyofconceptsandtechniquesforenhancingthevalueoftheinteractionamongstudents.Comparedwithawholeclassformat,incooperativelearning,studentshavemoreopportunitiestotalkandtoshareideaswiththeirgroupmembers.Byworkingingroups,studentsenjoymoreopportunitiestoknowtheirpeersandcreatenewideas.InChina,teachersalwaysplaythemostimportantroleinthelearning.ForChinesestudents,Englishislearnedmostlyintheclassroomandinthemannerofinstruction.SuchacasetestifiesthesignificantroleoftheteacherinEnglishlearning.Teachersactastheauthorityandguideintheprocessingoflearningbyteachingbyteachingknowledge,conductingtheclassandafterclassactivities,correctingerrors,providingencouragement,creatingasatisfactoryclassenvironment,andsoon.5.StrategiesabouthowtostimulatetheEnglishlearningmotivationMotivationisanimportantvariablewhenexaminingsuccessfulEnglishlanguage.Arousingstudents’motivationhasbecomeanimportantpartintheprocessofforeignlanguageteaching.Dornyei(1998)stressestheimportanceoftheteacherindevelopingmotivation.Theauthorreviewedthemotivationtheoriesandresearch,andfindoutwhatfactorsaffectlearners’motivationinEnglishlearning.Hence,basedontheliteraturereviewandthefindingsofthesurvey,therearesomesuggestionstomotivatestudentsthemselveslearnEnglish.5.1EstablishingapleasantandsupportiveclassroomatmosphereApleasantandsupportiveclassroomatmosphereisbeneficialtolearnEnglish.Asacollegestudent,thespiritoflearningactivelyisessential.Itneedsstudentstocooperatewiththeirteachersclosely.Infact,studentswanttoliveinapleasantandsupportiveclassroomatmosphere,studentshavetolearnhowtocommunicatewiththeirteachersorclassmates.Outstandingandobedientstudentscanprovideaquiteenvironmentforstudy.Studentsshouldcreateagoodrelationshipwiththeirteachers.Agoodrelationshipbetweenteachersandstudentsmaymakestudentsfeelsafeandcomfortable,whichhelpsalotintheirlearning.Understandingisakeyissueinsettingupagoodrelationship.Understandingbetweenteachersandlearnersproducesasenseofsecurity,whichreducesanxiety.Activeandempatheticlisteningisessentialtounderstanding.IfstudentshaveagoodEnglishteacherwhoshouldbeagoodlistener,studentswillfeelsecureandcanbeopenandnon-defensivelyinlearning,sotheeffectivelearningwilltakeplace.Andstudentscancommunicatewiththeirclassmates.Classmateshelpthemestablishapleasantandsupportiveclassroomenvironment.Probablystudentswillthinktheirclassmatesasashort-termtargetandcatchupwiththeirclassmates.5.2Evaluatingandattributingthestudents’ownEnglishlearningStudentsshouldgivethemselvesevaluationandattributioninordertohelpthemunderstandingtheprocesstheyareinvolvedin.Reasonableevaluationiscrucialtounderstandthesituationwheretheyarein.Researchershaveidentifiedanumberofgeneralcharacteristicsthatenhancethequalityofstudents’feedback.Forexample,plannedandspecificfeedbackismuchmorelikelytoinfluencetheirperformancethanhaphazardandgeneral