THE DIFFERENT ROLES IN THE ENGLISH SPEAKING PROCESS

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Students, teachers, and parents play an important role in the acquisition of the speaking ability in the English language.

These combined roles would bring about meaningful and satisfactory outcomes. Therefore, the development of this ability must be supported systematically by the parts involved. This would reinforce our educational system and hereafter the school already mentioned.

4.2 STUDENTS RESPONSIBILTY

a) Responsibility and interest in students is the key to all learning. These two words are tied to the effort that students, parents and teachers put into their work in the degree the students are involved with.

b) Lack of responsibility in students, diminish the intellectual growth in their life as learner. Teachers should take into account that in an individual classroom the behavior of a few irresponsible students or a large number of passive students can drag the class down to their lack of effort. Schools have responsibilities to students and society. But no only schools are responsible for the outcomes of their students.

Foundations of Student Responsibility

Professors Pascarella, Pace, Tinto, and Astin have written explicit theories about how schools can help about student learning and growth. These approaches have much in common. Each theorist recognizes that the student's background plays an important role in shaping school outcomes. This role is largely indirect and is moderated by the school environment and a student's interactions with their classmates. As it was explained before, schools alone cannot encourage student's development and learning. Schools give opportunities for interaction and involvement and establish a climate conducive to responsible participation.

School environment characterized by an effective sense of direction in which develop student involvement usually promote favorable actions by promoting student development and student-peer relations, as well as establishing an expectation that students will behave responsibly.

How can we Encourage Responsible Student Behavior?

Institutional policies and practices must be directed toward developing a climate in which students' responsibility and active participation in their own school experience are promoted. Policies that stress the importance of student achievement and in-class and co-curricular challenge and support are essential for student growth. As student culture serves as a filter for students entering school, care must be taken to ensure that students who are prepared inadequately understand the nature of school life and what is expected to attain satisfactory academic and developmental gains.

As learning is the process through which development occurs, it is crucial for students to be actively engaged in the classroom. Course activities are the vehicle through which students may become more fully engaged with academic material. The literature clearly indicates that the quality of effort that a student expends in interactions with peers and faculty is the single most important determinate in school outcomes.

A genuine shared purpose among all members of the higher education community can be created by recouping individual rights with a sense of personal and social responsibility around issues of teaching and learning. All learning is the shared responsibility of students, faculty, and administrators. Student responsibility doesn't just happen. We must expect it, foster it, and nurture it.*

Response and Responsibility in the Classroom

Response is defined as the act of giving a reaction, a reply, or an answer.

Many students in most classroom situations have either difficulty in giving responses, or cannot respond at all. It is always normal at times not to be able to respond to a teacher but what is not normal is to let this practice go on forever. There may be some obvious reasons why students don't or cannot respond even to a teacher's simple question. Maybe they don't know the answer or how to answer. They might also in the first place don't really understand the question. Other reasons include shyness, nervousness, and may be they don't like the subject or the teacher. Whatever reasons they might have however, is actually just excuses for not doing the second word emphasized here. "Excuses, however valid, cannot improve performance". This means that whatever reasons they have in failing to give responses in classroom discussions, are still excuses for not doing their responsibilities. What is responsibility then? It is in fact an imperative task for any student in the first place to know this word by heart.

In many years of teaching students, I realized that two of the mostly neglected words while having classes are response and responsibility. Each one is actually related to each other and seemingly united as outcasts in most of the students' daily habits. T. M. Davis.

Responsibility is simply the quality or state of being responsible, reliable, or trustworthy. This is a little lonely word in the students' life as I mentioned earlier, an outcast to be exact. With the exception of the few, students usually are not comfortable being in the classroom to study. They are always happy to be in the classroom to do other things than study. They prefer to chat with their friends about their love life, to talk about what they are going to do in the weekend, their new clothes, shoes, bags, etc., etc. In a class for example, a teacher might remind students of their role or responsibility at the beginning of each term. He can tell them that studying is their primary duty while teaching his, and that both of them should do their responsibilities by preparing before coming to class. A teacher's preparation should be based on the course outline while theirs is to read, analyze and get ready to discuss the lessons in class.

When both teacher and student do their responsibilities, it is easy to rely and trust each other. To rely here means someone whom one can count on as responsible, and can be trusted. When trust is present in the classroom, students would be more responsible for their studies, and their progress will be more than satisfactory at the end of each term.

4.3 ROLE OF THE TEACHER

The teacher plays a very important role in language teaching because she is one of the factors that may determine whether teaching language is successful or not. A teacher should get familiar with their students' interest, their learning strategies, and if possible their aspirations. The teacher can lead the class to a great success if he or she is able to understand the students better, and if he or she gives the students the chance to get to know each other better as well as permit the students to point out clearly their interest and point of view. The teacher that interests in their students drives them to a constant search for more motivating activities, more efficient teaching methods, and better designed material for their classes. She needs to spend a lot of time inside and outside her classes, thinking about how to help her pupils.

The teacher of English language must focus on four essentials qualities´´ knowledge, communication skills, interest, and respect for her students. These qualities distinguish and convert a teacher in exceptional.

Teacher´s role is to take advanced knowledge and make it accessible to her students, allowing them to understand the material, and to understand what it means, for instance, one thing is to know how computers work, but quite another to understand what computers mean.

The role of the teacher is to take a subject and to make it crystal clear to the students, to be willing to expend the effort needed to find innovative and creative ways to make complicated idea understandable to her students, and to fit new ideas into context available to them.

Teacher's role is to explain complicated material in a way that students can understand and use. The philosophy of the teacher is to show the students the techniques needed to find the answer for themselves, in order that they can become self-sufficient in any field. Not giving them an answer in order that they can solve a problem. There is a saying: "Give me a fish and I eat for a day, teach me to fish and I will eat fish for lifetime". Students need to be shown how to apply new techniques to problem solving.

Teachers should create a relaxed classroom atmosphere, to maintain self-esteem of students and inspire them to get excited about improving their self-confidence, sense of rhythm, control of learning to adjust the content of the degree of difficulty, so that students get positive and emotional factors into full play. In the spare time, teachers should guide and advise their students to use the library, see and hear more original English newspapers, magazines, English films, English radio stations, and Internet browsing; multi-faceted stimulate students' interest in learning English in the English learning process to reduce the emotional anxiety, and to improve their efficiency.

Years ago, teachers were told what to do in their class. They were told to educate all students in the same way and they weren't responsible when students failed to learn. They were told to use the same methods of teaching as generations go by. A lot of teachers just stood in front of the class and thought the same lessons every year and were not allowed to change what they wanted to teach.

Nevertheless, many teachers today, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They grasp that their most important role is to get to know each student is different in order to comprehend his or her unique needs, learning style, cultural and social background, interests, and abilities.

Teachers` job is to counsel students as they grow in their life - helping them integrate their emotional social and intellectual growth; so these factors, help their abilities to attempt, understand, and use knowledge; in order that they can make better decisions in their personal lives; and so, they can play a better role to society.

Educators should be prepared at any time and in any way to make sure learning occurs, rather than to see themselves as they know everything and they are the only ones in classroom. Teachers increasingly must inspire a love of learning.

A good relationship between teachers and students has the form of a different concept of instruction. They don't have to see their primary role as a king or queen or benevolent dictator classroom. They have to adopt the role of educational guides, facilitators, and co-learners.

The most expierinced teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling, helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important accountability is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help students learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society.

Free from the responsibility of being first information providers, teachers have more time to spend working one-on-one with their pupils. (Judith Taack Lanier)

Teacher should give students more opportunities for language practice, insisting on students do speak on the lessons in the classroom to enable them to share their points of view with their partners.

It is very important that teachers are aware if the aim of speaking activity is accuracy or fluency, because the role of the teacher is radically different in each activity type.

Accuracy and Fluency

In accuracy activities, teacher needs to correct the students if they make mistakes. The whole point of the activity is to form correct sentences, so if a student gets it wrong, it needs to be immediately addressed in the form of correction.

In process oriented fluency activities, however, correcting students can be very contrasting productive indeed. If teachers want their students to communicate, they need to give them time and space to do so in order that they can start to learn to deal with all the demands of oral interaction.

In fluency activity, the teacher becomes more of an organizer, a facilitator, a manager, a guide, and a guru. The teacher steps up the activity, explains what needs to be done, organizes the necessary groupings, and then lets the learners get on with it. (htt//www.hi138.com)

Usman (2006:911) classifies the role of the teacher as follow:

A. Demonstrator

A teacher must master and show the material that will be taught and developed in class, in order that they can improve their ability, because it will decide de success of them.

B. Meditator

A teacher must not only have knowledge about the media but also he/she must have an ability in choosing and using the media which are suitable with the goals, materials, method evaluation, and also teachers and students competence; for this purpose a teacher needs some practices and continuous training.

C. Learning manager

A teacher should be able to manage the classroom as good learning environment. This environment is adjusted and watched to achieve the goals. Furthermore, a conductive environment is the place where students' area challenge and stimulate to learn.

D. Facilitator

A teacher should be able to carry on a useful learning source that can support students to achieve the goals in the teaching and learning activities; Such as source, textbooks, or newspaper.

E. Evaluator

A teacher must evaluate the teaching learning process carrying out all of the teachers, role states above. Lack of one or more will relate an unsatisfactory result. In other words it doesn't enable to achieve goals.

One who teaches effectively teaches not only his subject but himself. Personality is that part of the teacher's self which he projects into every classroom activity, thereby affecting and conditioning every learning situation. Penner (1992:45)

Finnocchiaro and Bono (1973) tell us about the crucial role of the teacher in class, and present a list of 9 tasks which a good language teacher should put in practice:

-Plan in advance the situations with which the meaning of the new language items will be made clear to the students.

-Provide meaningful use of the language in communication activities, where language is generally the target language.

-Keep previously taught materials alive through judicious reintroduction in subsequent classroom lessons.

-Use the students' native language sparingly in the classroom, but not hesitate to use it to clarify instructions or to ensure that essential information has been understood.

-Learn how to engage the students in full class, group, and individual recitation procedures as appropriate. He/she should become accustomed to preparing or utilizing instructional materials. He/she should supplement the basic text where necessary by preparing drills, dialogues or reading selections. He/she should become skillful in preparing scripts for tapes, and in integrating laboratory practice and classroom activity.

-Determine when beginning-level students are ready for reading and writing activities. He/she should plan reading lessons which will provide students with an aesthetic experience. He/she should incorporate writing activities which will lead gradually to more creative, «free» students' expressions when possible. He/she should provide students with cultural insights into the foreign country.

-Make sure that students retain their sense of individual dignity and national pride.

-Select and use only the audio-visual aids which will help the students acquire a particular language structure.

-Give frequent tests which will help gauge the achievement of students, diagnose individual's leaning problems; and judge the effectiveness of his teaching.

Effective tutors are essential to ensuring that students work satisfactorily. Any teaching event will be more successful if the teacher:

is enthusiastic

has organised the session well

has a feeling for the subject

can conceptualise the topic

has empathy with the learners

understands how people learn

has skills in teaching and managing learning

is alert to context and 'classroom' events

is teaching with their preferred teaching style

has a wide range of skills in their teaching repertoire, including 'questioning, listening, reinforcing, reacting, summarising and leadership' (McCrorie, 2006, p.8). 

Ten reasons to become in a Good Teacher

One. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

Two. Good teaching is about substance and treating students as consumers of knowledge. It' about doing your best to keep on top of your field , reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible . But knowledge is not confined to scholarly journal. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisonings with their communities.

Three. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about obtaining responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professionals at all times.

Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting and having the confidence to react and adjust to changing circumstances. It is about getting only 10 per cent of what you wanted to do in a class done, and still feeling good. It is about deviating from the course syllabus or lecture schedule easily when here is more and better learning elsewhere. Good teaching is about the creative balance between being authoritarian dictator in the one hand and a pushover in the other.

Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does it mean that it lacks of substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teacher works the room and every student in it. They realize that they are the conductors, and the class is the orchestra. All the students play separate instruments and at varying proficiencies.

Six. This is very important-good teaching is about humor. It is not about being self-deprecating and taking yourself too seriously. It's often about making inoffensive jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.

Seven. Good teaching is bout caring, nurturing and developing minds and talents. It's about devoting time, often invisible, to every student. It's also the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.

Eight. Good teaching is supported by strong and visionary leadership, and very tangible institutional support-resources. Good teaching is continually reinforced by a global vision that transcends the entire organization-from full professors to part-time instructor-and is reflected in what is said, but more importantly by what is done.

Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teacher should be rewarded, and poor teacher needs to be remediated through training and development program.

Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic reward…like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learn all of a sudden happens.

3.4 ROLE OF THE PARENTS

Parents play a crucial role in every stage of childhood and can play positive role in getting the best in education. The role of parents in their children's education has always been emphasized by different groups like educators and administrators. Parents have the right to ask questions to the teachers and principals and get involved in the child's education process right from the elementary level to the school level. While at the school level, parents can help their children with reading, writing and homework. At the school level, parents can help in selecting the right school and career and encourage their children to save for school education.

Parents have a vital role in their children's education. By taking a few simple steps at home, they can help them enjoy school more, improving their studies and homework skills prepared for school.

A Parent's Role in Education is full of advice in helping them with their schoolwork, such as creating a positive learning environment to making learning fun. Parents also have responsibilities to assure their children will benefit from his/her education.

Nothing helps a child succeed like an involved parent. A little willingness from a child's parents can work wonders in the classroom. Your child needs a special place to call their own. Setting aside a room or nook in your home dedicated to your child's education will show him or her that your really are serious about their education. Dalton Miller-Jones, Ph.D.

A parent's role in their children's learning evolves as kids grow, one thing remains constant: we are our children's learning models. Our attitudes about education can inspire theirs and show them how to take charge of their own educational journey. In the early years, parents are their children's first teachers - exploring nature, reading together, cooking together, and counting together. When a young child begins formal school, the parent's job is to show him/her how school can extend the learning you began together at home, and how exciting and meaningful this learning can be. As preschoolers grow into school age kids, parents become their children's learning coaches. Through guidance and reminders, parents help their kids organize their time and support their desires to learn new things in and out of school.

One of the most important things a parent can do is notice her/his child. Is he/she a talker or is he shy? Find out what interests him and help him explore it. Let your child show you the way he likes to learn," recommends Dalton Miller-Jones, Ph.D.

Parents should find the ways their children like to study. For example, some kids will learn spelling words by writing them out, others by closing their eyes and picturing them and saying them aloud," advises teacher Susan Becker, M. Ed. "The sound environment is also important," adds Michael Thompson, Ph.D. "Some kids may want to listen to music, some are helped by being in the middle of noise, others need absolute quiet." Keep in mind that it's their homework, not yours, but remain them that you are available in case you are needed. "

A parent may be working out of the home, or need to be working in the home and cooking dinner. So if you are in home, stay close, and if you are not there, have another adult check to make sure it's going OK. And remember that all homework is not equal, so not everything will need your rapt attention." Michael Thompson, Ph.D.

Let the Teacher know if you gave your Child a lot of Homework Help.

"If your child needs extra help or truly doesn't understand something, let the teacher know. Write on the assignment, 'done with parental help,' or write a separate note," advises Michael Thompson, Ph.D. If your child resists, explain that homework is used to practice what you know, and to show the teacher that you need help learning more about, so it's a parent's job to let the teacher know.

"One of the best ways to help children become independent and responsible learners (and get their homework done) is to encourage them to take ownership over their work.

You might start by asking your child to make a homework schedule. Giving your child some control over this schedule will empower him to do his work. Be prepared to negotiate - but not too much - as you need to maintain approval. Once you set a schedule, stick to it.

Some children benefit by writing out their schedule and posting it. And when needed, change it."

No matter how hard you try, your child may struggle academically at some point in his school career. Here are some strategies to help you both cope when the going gets tough.

Take a break. If your child says "I can't do it!" and throws the pencil down, take a little break. Maybe he needs to rant and blow off a little steam. Come back in five minutes and start fresh. (Those five minutes could save you an hour of struggle.) This also gives a child a chance to "save face" and start over, without even discussing the previous difficulty or outburst.

Don't always try to have a Rational Conversation.

When kids get very upset about school, the upset may get in the way of their being rational. So wait it out instead of arguing or grilling children about the situation. Once they cool down, you might be able to talk it through.

Let your Child make his own Mistakes.

It's hard not to correct a child's homework, but most teachers ask you not to take over unless, your child asks for your help or the teacher requests it. Teachers generally want to know what the child understands, not what the parent understands about the material.

Put a Time Limit on the Work.

Most teachers will not expect younger kids to work longer than a half-hour on homework from any particular subject, but ask your teacher for a time limit. If your child struggles (while actively trying) and exceeds the limit, write the teacher a note explaining that's all that could get done. Turn off the TV and the iPod when your child does homework and the computer too, unless it's being used for research. You might start by asking how much time he/she thinks he/she should spend on this, and negotiate from there. Remember, you have the final word. And keep in mind that if you watch TV when your child can't, the plan may backfire. Contact the school if homework or a project is turning into a dreaded battle, talk with the school. Don't wait for your next conference. It's obviously time for some new insights and new strategies.

TODAY'S NEWSPAPER

| Wednesday, July 21, 2010

3.5 ENGLISH TEACHERS` PROFILE

The main objective of ESL instruction is to develop the second language proficiency of new students to the point where they can participate effectively in an English speaking environment. Traditionally, ESL programs have been designed to improve the following skills:

listening comprehension

reading comprehension

pronunciation and intonation

oral fluency

writing and composition

grammar and vocabulary

communication and learning strategies.

The English teacher promotes effective English language teaching and learning and is intended for teachers and instructors who are primarily involved in teaching schoolchildren and adults.

English teachers share many of the same duties as do any other teachers. The particular focus of an English teacher's classroom work, however, concerns educating students in various aspects of language arts. Some English teachers are generalists whereas others teach in particular areas of language arts; and English teachers prepare for their careers by a combination of teacher training and obtaining one or more post-secondary language arts degrees.

Context

Most commonly, English teachers work in middle schools and high schools, although English teachers can work at every grade level including the elementary grades. English teachers may teach in any type of school at the elementary grades and secondary school grade levels such as public, private or charter schools.

Duties

Among the job duties the English teacher position includes are, as with any teacher, the maintaining of attendance records and of classroom discipline and the grading of assignments. Specific to the English teacher's work is the responsibility to train and instruct students in language arts including writing skills, reading comprehension, listening skills and visual literacy. English teachers not only foster their students' appreciation for literary arts, they often play key roles in aiding students in the development of both creative and analytical skills.

Specializations

English teachers sometimes choose to work in particular specialized areas. English teachers teaching at the elementary grade level may, for example, specialize in teaching reading. At secondary school level, an English teacher may choose to specialize in such areas as grammar, Western literature, American literature, or composition. Other career choices for English teachers include Adult Literacy teacher or English as a Second Language (ESL).

Education/Training

A career as an English Teacher typically requires a Bachelor's degree. Frequently, an individual prepares for the field by separately obtaining an English degree and completing a teacher training program; with one or both of the curricula focusing on such content as comparative literature and linguistics.

Interview to the Teacher

The above stated about what is the profile of an English teacher, contrast with our interview to the teacher in our research. The interview to teacher Mariano was based on 22 questions and according to our questionnaire, we found out that he is not a teacher of the English area, and he doesn`t speak good English because we questioned him in English and he always replied in Spanish. He said ¨I began to teach English by chance because of the lack of English teachers in this school¨.

According to him, he had been training himself in the area, and we also could notice he is not in control in his classes, therefore, we find this is a negative factor for the students and it becomes a threat in the learning of the speaking ability to them in 7th and 8th grades.

He said he doesn`t have any specific methodology, and we noticed by watching his classes he didn`t have any lesson plan. In the other hand, we observed his students were out of control, his classes seemed to us very informal. There were students out of classroom; two of them were listening to music, one with his walk-man and the other one with a headphone, and the rest of them seemed like they had not interest in the class.

4.5 MAIN NEGATIVE FACTORS IN ENGLISH TEACHING AT SURESTE SCHOOL.

Most of the teachers in the Dom. Rep. and even in the sector Sureste School are not from the English area. This might be one of the main negative factors of the acquisition of the English speaking ability.

In our interview to the teachers we found out that about 15% of the students don't have English books. This might be another negative factor for English teaching at Sector Sureste Basic School. Besides, the teachers told us that the main difficulty students have - is the lack of interest in the English language.

In the same interview the teacher emphasized most of them don't live with their parents, but with their grandparents, aunts, uncles, because their parents live abroad in Spain for example, or work in another city; this is another reason of the lack of interest in English learning. In the other hand, they told us the students don`t do their homework because they download it from internet and they don't even take a glance at the homework before getting back to school, besides they aren't responsible enough.

Affective factors in Language Learning

        Language Learning in the Emotional factors include the learner's attitude toward motivation, personality, anxiety, empathy, inhibition, self-confidence, learning styles and so on, the theoretical basis of humanistic psychology and human-centered educational philosophy. Emotional talking about here refers to the learners in foreign language learning in the process of hearing the feelings, feelings, emotions and attitudes. According to different phenomena, emotional factors can be divided into two categories: First, the individual learner factors such as anxiety, inhibition, and personality tendencies, etc.; Second, learners among themselves and between learners and teachers, such as empathy, classroom exchange and cross-cultural awareness. Emotional factors on foreign language learning has the following five kinds of effects (1) emotional V. Rozanov information in conjunction with the audio-visual information stored in the brain; (2) emotional memory might have caused confusion; (3) can be fed back memories of emotional content; (4) Emotion brings motivation; (5) whether the emotional premise of effective use of existing resources. As the well-known heart sees it, so that students produce some kind of emotional orientation or hobbies (G, Lozanov, 1979). Negative emotions often lead to consumer resistance and aggressive resistance, and positive emotions have the opposite effect, mainly for the study opens the way to learn. Foreign Language Learning in the negative emotion factors include: fear, shyness, nervousness, and depressed; positive emotion factors include: the self-esteem, self-confidence, empathy, motivation, happiness and surprises.

Learning a second language is a long and complex undertaking. Your whole person in affected as you struggle to reach beyond the confines of your first language into a new language, a new culture, a new way of thinking, feeling and acting. Total commitment, total involvement, total physical, intellectual, and emotional responses are necessary to successfully send and receive message in a second language. Many variables are involved in the acquisition process. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. (H. Douglas Brown, 1997)

Jane Arnold pointed out that the anxiety may be the emotional factors that impede the learning process: awareness, self-doubt, anxiety, tension: (Arnold, 1999). If the student in English class are always worried about the completion of classroom tasks can produce anxiety, tension will be derived, low self-esteem, anger and negative emotional factors, resulting in poor performance in the classroom, learning efficiency at the end. 

        Inhibition is an important component of personality characteristics, it is shown to defend the self-absorbed and anxiety. (Ellis, 1994:121).

Foreign language learning process errors are inevitable. Because of fear of making mistakes arising from the negative emotions of self-protection response will appear slow memory loss and other hearing is not conducive to improving the psychological state, resulting in the failure of listening tasks. Under normal circumstances, foreign language learning, are all harmful to suppress one's interest. The inhibition is taken to keep safe the self-avoidance and withdrawal behavior, so often subjected to criticism and ridicule of people with a higher degree of inhibition. Therefore, the self-image more vulnerable students are often afraid to make mistakes in hearing the classroom does not actively refused to participate in language activities, as well as psychologically. This is the suppression in hearing the negative impact of learning. Tension and anxiety and inhibition as part of foreign language learning that must be overcome in a negative emotional factors. It is understood that many students into the English classroom or voice lab class feelings are complex, often curiosity mixed with fear. Therefore, the students generally reflect the special tension, mental stress; particularly the so-called psychological barrier will be formed at this time. As students start with a tense mood to lectures, once did not understand is even more nervous and tense even more did not understand that this cycle of vicious circle will do worry about the effective work of the brain, so that the listener felt uneasy, and anxiety over time and even lose interest in learning and confidence. Neuropsychological studies have shown our cortex is a memory device, in the case of a relaxed mood will become very smooth. This will enable memory devices to maximize functionality. On the contrary, if the body and mind in a state of high tension and anxiety will increase, the efficiency of the brain will decrease. Therefore, the class on the one hand, goes to the highly concentrated, free from outside interference; the other hand, emotions but also to fully relax, avoid panic, the only way to maximize the organ of hearing the voice signal receiving sensitivity, to achieve the desired effect.

Language learning, foreign language learning in particular, when the memory task particularly onerous, and often monotonous, repetitive mental work needed, the brain is vulnerable to fatigue, thus triggering the students emotional weariness.

Renowned scientist Albert Einstein once said that 'interest is the best teacher. Facts have shown that interest is to actively explore or engage in an activity of awareness or consciousness of the tendency to arise the student's motivation to learn, to promote an active learning to students, interest is an important psychological factor. However, exposure to foreign language students in the classroom environment, due to stress arising from anxiety, then, anxiety caused by suppression, the final result in aversion to foreign language learning. Therefore, Foreign Language teachers should fully understand the aversion to the English language learning to improve the adverse effects, and actively explore the root causes of emotions caused by weariness to make good use of the power source for foreign language learning students, and strive to create a relaxed, harmonious, lively, natural learning environment, helping students to gradually overcome the emotional factors that affect student learning.

To enhance the emotional exchange of teachers and students in English teaching, and how to use emotional factors to stimulate the enthusiasm of students learning English, in order to fully achieve the best results of memory, the key is whether the teachers understand the students of mental activity, it can help students to learn foreign languages to maintain an active state of mind. In the classroom teaching, teachers should avoid showing a 'parents' state of the personality structure, and guard against showing everywhere a sense of authority and superiority; otherwise, it will affect the feelings between the teachers and students exchanges, thus affecting the learning initiative.

 Well-known educator Edward Thomdike pointed out to play any effective learning requires individual initiative. Educators should be the first place; student's participation should be the second place. Teaching the students to enter into teaching activities, such as active dynamic and creative way to complete the performance behavior of the inclination of learning task, is the process of learning English language skills from the application of theoretical knowledge into automated process. The classroom is the student's primary venue for language practice.

Student's participation in teaching can enable them to become the masters of teaching. They can learn according to their own reality, requiring teachers to adjust and change the progress of teaching. With the participation of students in their own desire, they will naturally design of teaching methods, and will put it forward its own ideas.

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