题 目：河南职业技术学院
毕业论文
中外教师课堂鼓励性用语的比较
系 别：工商管理系 专 业：商务英语 学 号：07141015 姓 名：郭丽博 指 导 老 师：元 静
2010年3月10日
Henan Polytechnic
Graduate Thesis
Article The difference of encouraging languages between Chinese and western teachers
Name Guo Libo Major Business English NO. 07141015 Teacher Yuan Jing Date March 10,2010
Abstract
Praise and encouragement are the catalyst of teaching activities. Teachers should encourage students to stimulus their potential power and their interests to study. Compare Chinese teachers’ praise with western teachers’ encouragement, we find the reason that how this difference happens. Then we have to talk about the education systems in different countries. Different education systems educate different people. Although education systems in China and western countries are different from each other, they both have advantages and disadvantages. We should make clear what our education system’s disadvantages are. We should also research into our education system and learn from their advantages to perfect ours. Combine Chinese education system with American education system to perfect our education system..
Keywords: Praise and Encouragement, Education System, Difference
Contents
1. Encouragement and praise are the catalyst in English teaching ….1
Fascination of Encouragement and Praise ……………………………………..1 Forgive to praise and encourage……………………………………………….. 2 Honest praise and encouragement are students’ dynamic power……………. 2
2. Praise and Encouragement Languages…………………………….3
In China ( My experiences ) …………………………………………………….3 In America……………………………………………………………………….. 5
3. Chinese Class Education……………………………………………..6
3.1 One Person Talk or Actor & Auditors…………………………………………. 6 3.2 Atmosphere in One Person Talk Class………………………………………… 7 3.3 Why does One Person Talk Class form? .............................................................8 3.4 The effect of One Person Talk Class…………………………………………… 8
4. American Class Education…………………………………………..9
4.1 All Talk Class or Director & Actors ……………………………………………9 4.2 Atmosphere in All Talk Class …………………………………………………...9 4.3 Why does All Talk Class form? ………………………………………………..10 4.4 The effect of All Talk Class …………………………………………………….10
5. Conclusion …………………………………………………………...10
Reference ………………………………………………………………11
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1. Encouragement and praise are the catalyst in English teaching
Everyone wants to be praised, that is to say, praise is a need in people’s various activities in life. In English teaching, it can create great engery if it is being used appropriately. Students are able to relieve tirdness, refresh spirits, and inspire their interests to study. Let them believe themselves and be more confident to develop their potential abilities, and then build the conciousness to struggle. At the same time, praise is also a very important factor to fulfill the Success Education. Students will be moved and enlightened when they receive honest and persistent encouragement and praise. Who is lack of confidence will find their condidence, and then absorb them in study. So it makes a great benefit on the whole teaching activities at last. Therefore, encouragement and praise are the catalyst in English teaching, they should not be ignored.
Encouragement and praise are the perfect gift in the world. And they are the most efficient catalyst. In fact, all of us want to receive encouragement and praise. To students, it is more than we can imagine. Sometimes, one encouraging sentence from their teacher can cause a big change to a student, and turn a bad or not very good one into a better one. Why do encouragement and praise make so strong influence? The reason is that encouragement and praise can make us happy, confident and let us recoganise our value, stimulus our passion to struggle, accelerate us to strive incessantly and not to give up casually. English teaching can not execute smoothly without them. Most of English teachers complain that it is rather difficult to teach English. Due to a great many students feel English arid and tired, these teachers do not want to teach English forever. On the contrary, in my own opinion, the real and most original reason is that they do not use encouragement and praise to stimulus students’ dynamic energy perfectly.
Fascination of Encouragement and Praise
Encouragement and praise are a strong energy. Although they are just some normal and common sentences, they can make great effect to let listeners be happy, confident and full of power. In our daily life, all of us need to be praised and
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encouraged. As if praise and encouragement are sunshine, we can not live without them. Shakespeare, the famous novelist, said, “Praise we receive is our salary.” In this sense, praise has a srong fascination; it is the necessary language in our daily life. Praise and encouragement are very simple, but they are central to everybody. Even if a very simple sentence, it is enough to let a student excited for several days. What’s more, it can lead a student who feels himself inferior to others finds his advantages and make him be confident again. Furthermore, he will turn int more energetic to study.
Forgive to praise and encourage
Encouragement and praise are a type of art. They need us to dig and to find. As we all know, they make us to be a space full of positive and happy feelings, they can develop our efficiency of study and stimulus our potential power. However, we were not God, every one of us has some bahaviors or expressions which others do not like even hate. How can we find beauty from those behaviors we hate? That needs our efforts, we must learn to forgive and endure. Only when you do this by heart, can you forgive their bahaviors and find their merits. If you have done these, your praise and encouragement are really from the bottom of your heart.
Honest praise and encouragement are students’ dynamic power
Praise and encouragement certainly can bring about endless power to stimulus us to develop ourselves. But praise and encouragement also need to be used appropriately. If you pretend to praise or encourage, people will get away from you and think of that as scorn and sarcasm. What’s worse, the listener will lose his heart and be negative. Therefore, teachers should learn to praise students by heart in the process of teaching. Particularly, in the classroom, teachers should pay more attention on their languages; give praises and encouragements to their students as many as possible. These praises and encouragements will make them confident again. As a teacher, you should not hesitate to build an environment good for your students. There are a variety of types to praise and encourage, not only can you praise with affectionate languages, such as “Quite good.” “OK, well done.” “Very good job.”, but also you can encourage and praise by your body languages, for example, honest smile,
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nod your head or make a gesture of “OK.” In addition to those, teachers can write down some sentences at the end of students’ homeworks, just as “a.I’m very glad to know you have made progess.b. I admire your composition very much.c. You did a good job in writing.”, and so on. These simple sentences probably mean nothing special to teachers but they can let students happy and unforgetable. A student who feels himself inferior to others fined his confidence again. At the same, various praises and encouragements can make classes more effective. So if you are a teacher, you should not be mean to use your languages. In a word, praise and encouragement are one type of class language spirit that teachers should have. They are the sunshine; they are the rain and dew. They nourish students’ hearts that have stood drought for a long time. They refresh students’ spirits, make them happy. A teacher learns how to praise equals to having accumulated experience. Teach along with praise and encouragement, meet students’ neeeds constently, stimulus their morade and internal power. Let praise and encouragement be the catalyst to brisk the environment in class and develop the quality of teaching.
From all the above, we know praise and encouragement play an important role in our teaching activities. There appear some questions. How do we use them in our daily teaching activities? What about western teaching? Compare with Chinese teaching, which one of the two is better? Taking these questions into account, I think we must make clear what the education system in China and western countries. As follows, I will take America for example to compare with China.
3. Praise and Encouragement Languages
In China ( My experiences )
When I am in junior middle school, there was a boy who was fond of sleeping in class. Almost everyday and in every English class, he was sleeping as if he was always tired. No matter how interesting our teacher tought, he kept on sleeping. Our teacher thought it bad for her class; she wanted to know what was put on his desk. So she walked to his desk, found there was his text-book on which he copy another student’s composition. She picked up and had a look, then put it back. Before she left
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back to the blackboard, she said, “Oh, your handwriting is quite good!” Suddenly, the boy awaked and turned to be very excited, said, “Really? Sir, it’s the first time I heard of being praised.” Almost at the same time, all of his classmates picked up their heads to gaze at him. It’s also the first time that I saw his powerful eyes and so happy smile. To be surprised, from then on, he had never slept in class. On the contrary, he listened to our teacher carefully instead of sleeping. Although I know that he did not understand what our teacher was speaking, he was striving at least. What was stranger was that every day and night he took a reread machine with him to read words one by one. Having seen his efforts, our teacher felt happy and encouraged him, “Xiao Zhao, you are the most deligent student that I have ever seen since I taught for years.” After hearing this praise, he was not very excited, but very cool then answered, “Because I slept too much before.” During several months after that, he kept on making effort to learn English. Certainly, his scores also arise incessantly. This experience seems like a miracle. Dispite what he was before, now he is successful? The original reason is the power of praise.
Another example is the most unforgetable one I have experienced. In my deep memory, that was a class focus on grammar. Grammar is very boring; most students could not concentrate on it. At that time, our teacher, a graduated girl, who was only four years old superior to us. She was so careful in case she would forget something important. Suddenly, a boy who has a very bad temper and a bad English basis in our daily life, threw his book on the floor and shouted, “Damn it, how bothersome English is. Why do we have to remember all the things?” Abruptly, all the students looked at our teacher. To our surprise, the teacher calm down instead of blaming and said, “Oh, you are very honest. You can speak out and share with us, your spirit ought to be praised.” At that time, all of the students turned their attention to the boy. And some students were confident; they thought the boy could beat the young teacher. The boy felt very successful of himself. After class, our teacher called him to have a talk with him. At first, he was not happy and patient. When she said, “You are very brave then, in the future you possibly can make a big success. To be honest, I appreciate that you said your true feeling.” He was surprised and asked, “Really? Am I so good?”
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From then on, he was very carefully in every English class. No pains, no gains. At last, he got the permission to a good university. Facing difficulties, teachers should keep patient and forgive them, praise them by heart. Maybe it’s just a little behavior for you, but a big exchange for them.
There is no perfect thing or person in the world. So there always exists badly in good. It is the same when it comes to class. Not every one of the students is excellent. Some one is good, while some one is rogue. I remembered that it happened when I was a middle school student. That was a new lesson; the first step was explaining those new words. Using new words and phrases to make sentences is a little easy. Hence our English teacher made every effort to give chances to those students who has a not good English basis. Furthermore, the teacher gave praises to every student who answered questions, such as “You did a very good job”, and “Your sentence is perfect.” Even though some answers were not rational, our teacher also said, “Your voice sounds beautiful and we can hear clearly.” Eventually, that class was very interesting. Our teacher got along well with students. All of us loved the atmosphere in that class. We hope that from then on every English lesson should be as interesting as this one. I felt that the class pulls us and our teacher together. The teacher was not only a teacher but a close friend. We wanted to have more access to the teacher. The teacher also becomes easier to approach. She and we turned into good friends. Don’t look down upon the power of that class. Our scores arose. Subsequently, our class exchanged from the last on in our grade to the second one. It’s a great exchange. I think, it is became our teacher’s praises. That simple sentence stimulus our potential power. That is to say, praise is the internal power of students. Is it requested in teaching activities?
In America
In American class education, answers to questions are not only. Teachers hope that students can express what they think freely. In class, teachers used to use a plenty of encouraging, glory and affirmative languages and tone to evaluate students’ answers, work and expressions. The purpose is to accelerate students’ developments and make them be almighty students. It is favorable to strengthen students’
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confidences, encourage them to communicate and express, shape an interesting and relax atmosphere. For example, when students give answers to questions, teachers’ permission languages are “Good! Exactly! Definitely! Absolutely! Correctly! Excellent! Yes! You are right! I think so! I agree! Yeah! ” When students ask a little creative questions and suggestions, teachers often use these languages to praise and encourage, “Good question! Good idea! Interesting! Cool!” When students accomplish very successfully, teachers usually say, “Well done! Good job! Excellent! Wonderful! Terrific! Cool!” When students give good proposals, teachers always say, “Good idea! Sure! Great! Sounds great! Sound good! Perfect!” After students answer questions, teachers generally say, “Good job! Thank you! Give a big hand!” If students’ answers are not complete or extreme, teachers prefer to say, “It depends! In my opinion, I don’t think…” Compared with American class education, Chinese class is different. Teachers prefer to establish the only answer to a question. Teachers use orders and critic words more than encouragement.
Although both Chinese teachers and American teachers praise and encourage their students to strive and develop their potential power, they are different from the essence. In our country, teachers encourage students to study, teachers’ encouragements or praises just change students’ attitudes to study. Whereas, American teachers’ praises and encouragements change the way students study. We can not affirm which is right or wrong. They are both helpful to students. But influences and effects are dissimilar. Then we have to delve the essential reason. In my opinion, that is education system. Different education systems build different talents and different countries.
3. Chinese Class Education
3.1 One Person Talk or Actor & Auditors
Firstly, let’s take an example. There is a Chinese teacher who is teaching an English lesson. Hardly does he step into the classroom, when all of the students stand up and shout, “Good morning teacher.” The teacher answers, “Sit down, please.” When the teacher starts the lesson, he sees all the students sit upright and listen very
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carefully. There is exceptionally quiet. He feels a little happy, smile and says, “OK, today we will learn the new lesson.” Then the teacher starts his lesson, and students begin to write their text-books. Nevertheless there is “Be quiet!” in the classroom. The teacher stands before blackboard and writes very carefully, students write their text-books carefully, as well. Next to the end of the class, the teacher hastily says, “Today, we have learnt so many ideas. After class you must remember all that we learn. Now the homework is…” This is the typical one of Chinese One Person Talk Class, teacher talks all the time while students write their text-books only hardly to ask questions.
3.2 Atmosphere in One Person Talk Class
Chinese English teachers focus on taking themselves as examples to their students. What teachers teach base on books and examination request. Because of the limit of time and examination, teachers always avoid some knowledge distant from examination request. They usually write important parts on the blackboard to let students copy them on their text-books. Teachers generally wear neatly, seem strict, either stand on the pulpit or walk around the classroom.
In class, due to the quality of teaching, teachers hardly let students think one or two questions for a long time. They often answer very shortly when students ask. A English teacher should encourage students to take part in shows in class, but they have to resign homework instead of acting. Frequently, they prefer to delay students’ spare time. Moreover, students merely copy what teachers write on the blackboard. If teachers don’t write something on the blackboard, students will not know what to do. Usually, teachers are full of sweat, students are tired.
All in all, Chinese teachers are always steady. They prepare lessons carefully, explain words and sentences clearly, don’t speak something irrelevant to class, obey class discipline, and regard non-language expressions as subsidiary method of teaching. That is to say, plans are more important than elasticity at once. But we have no other methods except conforming to the principle because we are led by examination.
For Chinese students, scores are main basis of evaluating and entering into
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higher schools. Some students who major in English are those who have very good English. Students must study basing on examination, around teachers. They listen of grammar what teachers teach and write their text-books about lessons carefully. They hardly spend time on considering whether what teachers teach is right or wrong, whether knowledge they learn is out of usage or not, whether these knowledge concerns about examination or not. 3.3 Why does One Person Talk Class form?
Firstly, English is the production of the development of society. We didn’t put English into Chinese classes until 1970. From then on, English become one of our teaching goals. It appears quickly but develops slowly. Certainly, it can not become the core of teaching activities. English teachers who take this responsibility, were born in China, graduate from Chinese schools. They are deeply influenced by Chinese education. What’s more, Chinese education focuses on teaching knowledge, explaining reasons and solving questions. So, teachers turn out to be the peck on teaching and learning. They control the direction students go. The relationship between teachers and students is not equal, but the relationship between actors and audiences. This is the main reason that leads to One Person Talk Class.
Secondly, during thousand years of Chinese education, not only education but also governments prefer to obey governors’ inclination to develop education. They don’t mind education, but pay more attention on influence educators can make on students. Nowadays, education is similar to traditional education.
Finally, not only traditional reasons, but also the needs in the real world are the reason. To most of people, English is a very important subject. The rate of entering into higher education is the evaluation to value students. Teach for examination, study for examination. If you don’t pass CET-4, you can not graduate from university. Preparation about these examinations is some materials that you must spend much time to remember.
3.4 The effect of One Person Talk Class
There is much knowledge in Chinese class. The request to students is strict. Therefore, the basis of students is very steady. It is good for listening, speaking,
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reading and writing. Just because of these advantages, many Chinese people’s abilities are praised by the world in some investigations.
However, in Chinese classes, students only remember and copy, but not like ask questions. Students are used to relying on teachers and books. Their ability of studying by them is very poor. Some students can not say a simple English sentence when they graduate from middle school. What’s worse, the atmosphere in Chinese classes is uninteresting. Teachers teach more while students speculate less.
4. American Class Education
4.1 All Talk Class or Director & Actors
At first, let’s take an example, as well. An English class in America, sooner a teacher steps into a classroom, than he says, “Today, we will learn a story about Mark Twin. Now you may discuss with others, answer my questions: who is Mark Twin? What did he do? What about the story…” One group consists of four students. Then all of the students get together with some groups. Some of them search materials on the Internet. Some of them talk with other members in their teams. There are also two groups of them hold a debate to find these answers. The teacher takes part in their debate, as well. The class becomes hot just at once. Students talk about Mark Twin until the end of the class. Some other teachers who hear this class ask the teacher, “You don’t tell those answers, do you?” He answers, “I don’t know how to tell them. Let them talk by themselves.” This is the atmosphere in American class 4.2 Atmosphere in All Talk Class
Western teachers, especially American teachers, their teaching seems like a little dramatic. The atmosphere in class is casual. Students can eat foods in class. Even some teachers eat sugars. An American teacher sits on the floor when he feels too excited. Western teachers’ teaching is lack of logic. Sometimes they talk something irrelevant to the class. They encourage students to answer questions. The more students answer, the more excited they are. Either relevant or irrelevant to the class, they are both encouraged. Teachers regard all of these answers as good and meaningful ones. They always advocate that there is no wrong answer but not perfect.
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Hence American students prefer to ask questions. In addition to asking questions, they also like take part in speaking to describe their own opinions. When teachers face to difficult questions, they will say honestly, “Sorry, I don’t know. Let’s discuss it together.” American education encourages students to compete with teachers even defeat teachers.
4.3 Why does All Talk Class form?
Firstly, how American teachers understand education decides the formation of American class education. Education is from the word “Educare” in Latin, means leading to. Lead children to develop their intrinsic power. They pay more attention on leading. In the history of western education, educators advocate that education should adapt to people’s natural development.
Secondly, it is the production of American special history. America is a country consists of a variety of races, ethnic and cultures. Students choose their majors according to the needs of society and students’ interests. Examinations focus on imaging and creativity. Therefore, teachers pay attention on leading, debating, interesting. In a word, that is acting. 4.4 The effect of All Talk Class
In class, teachers give more time to students to express their opinions. They lead students to come up with themselves’ suggestions. They get together to discuss at last. This method improves students’ interests. Teachers leave time enough for students to think and solve problems all by themselves. So, they have good ability to study by themselves. This kind of education brings up students’ itch to search into unknown knowledge. They can learn to listen of others’ opinions during discussion. Teachers often supply various answers to one question, let students think twice. It does well for accumulating different knowledge. Because of this formation of class lack of logic, American students’ basic knowledge is not very steady. Some students are short of sense of obeying principles. In various English competitions, Chinese students are always superior to American students. 5. Conclusion
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Compare Chinese education with American education, we know their advantages and disadvantages. Different education systems educate different people. That will be good if we consolidate Chinese pregnancy with American open minds, combine Chinese painstaking with American originality, and integrate Chinese solidity with American romantic and imaginary mind. That is to say, it will produce a great energy if we combine Chinese education system with American one.
Reference:
(1) Wang Linxiang, 《Practical Psychology Education》, Kaiming Press, in 2001 (2) Sun Hong’an, 《The new practice of teachers’ humanistic quality》, Shanxi
Normal University Press, in 2008
(3) Sun Hong’an 《The torch ignited the mind of students》,Congqing Press, in 2002
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