Cultivating Supportive English―Learning Environment.docVIP

Cultivating Supportive English―Learning Environment 　　摘要：Foreign language teachers， as the motivator in the classroom， not only instruct learners but initiate their motivation. Teaching environment may motivate or hinder learners to learn English. 　　关键词：motivation learning environment multimedia 　　Brophy （1998：25） said “The importance of teacher immediacy， a term for actions that enhance physical and psychological closeness with students”. Both teachers’ verbal and non-verbal behaviors may express the immediacy. Teachers should speak friendly to not order learners when asking them to complete the tasks. Some learners feel very anxious standing up to answer teachers’ questions while others sitting and watching them. Teachers may let them be seated and relieve their anxiety. Platform is not the only stage on which teachers act like performer while learners are sitting like the audience. Teachers may change their positions， such as standing in the middle of learners or sitting among them in oral class， which makes learners realize teachers are also involved in their language learning not just “giving” knowledge to them. On another occasion some learners were asked to act as teachers in a class. They prepared positively and performed well. This gave them the opportunity to know teachers and express their thoughts in learning the teaching materials rather than listened quietly， which shortened their psychological distance and enhanced their motivation to learn English. The relationship is also influenced by what role teachers should play in the process of teaching. Teachers should play a facilitator role. Facilitator， as the ideal teacher， has the awareness and attention to the importance of the psychological learning atmosphere and inner process of learning. 　　Multimedia is widely taken into practice in English teaching nowadays. Colorful pictures， interesting animation and classical English songs and movies are more attractive to learners than traditional black