激发初中英语课堂活力的策略初探(1)(4)
2017-01-25 01:02
导读：Besides a large number of researchers on group dynamics and the language learning show us the importance of dynamics in language learning. As Jane Arnold in the book Affect in Language Learning says: “
Besides a large number of researchers on group dynamics and the language learning show us the importance of dynamics in language learning. As Jane Arnold in the book Affect in Language Learning says: “We should suggest that an awareness of classroom dynamics may help teachers establish firm footing; the time and effort invested in establishing a solid ‘affective group ground’ will pay off in the long run as it will lead to an experience that is rewarding interpersonally, linguistically, pedagogically and developmentally for teacher and students alike.”[5] A positive classroom dynamics in the English language classroom will benefit both the teacher and the learners in a number of ways. Firstly, it will largely determine the success of the less controlled, “USE” part of any learning course. It will mean the learners are cooperative as regards the organizing and carrying out of freer, learner-centered activities. They will take the opportunities to practice what they know seriously. Secondly, it will ensure that both introvert and extrovert learners are more likely to feel confident enough to participate in the class. Thirdly, it will make it easier and more attractive for learners to develop empathy for new lesson identity. Fourthly, it will mean that dependent learners, who need the chances to question or analyze the input that they get, will feel able to do so. “On the whole, a class full of dynamics is usually a successful learning group where:
– Students are active, self-confident, flexible, open-minded and receptive to new ideas.
– They are cohesive and have a definite sense of themselves as a group.
– They cooperate in the performing of tasks and are able to work together productively and happily.
– They have a positive attitude towards learning.
– There is a harmonious relationship between teachers and students.”[6]
In contrast, “a class lack of dynamics is usually an unsuccessful one where:
– Students are passive and will not like to participate classroom activities.
本文来自中国科教评价网 –They are not self-reliant but dependent on their teachers.
–They cannot cooperate well in the performing the tasks.
–They are reluctant to make an effort or take their initiative.
–They lack confidence and are slow in making progresses.
–They do not have a strong sense of class community and make little contribution to it.
–Learning is not a pleasant practice but a burden.”[7]
The list above shows us the necessity of studying classroom dynamics. Besides in a classroom full of dynamics, the teacher will have enough self-confidence to welcome learners’ questions about aspects of the language that seem unclear or inconsistent. He will be able to admit that he does not know or that he is wrong and will be willing to learn from learners as well as expecting them to learn from him. So the teacher should presumably try to make their class as pleasant as possible. That will make students feel interested in English learning. The students will study English conscientiously and actively and have a strong desire that craves for knowledge. In the language learning, the teacher should not only become good friends of students and learn about what they think and need, but also help improve their learning methods, and give them as many opportunities to practise English as possible. Under this condition, classroom dynamics in target language learning is vitally important. Social psychology research has proved: a cohesive group works more efficiently and productively. Classroom dynamics helps to foster such a cohesive group. It has a beneficial effect on both students and teachers. So the teacher should make efforts to promote it.
