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As for English teacher, it’s definitely important to master certain language techniques. How to improve students’ learning interest in English by using various language techniques? This topic is worthy to be studied. Language is the medium for people to express their opinions, and it is a symbol system that is delivered in a visual, auditory or tactile manner. As an art form, language not only refers to verbal language but also contains body language. They are main two kinds of language I will discuss in my paper. Students can be more able to understand the teaching contents through English teachers’ body language, which can give rise to stimulate students’ interest in learning English. Middle school English teacher should combine verbal language and body language freely, which is the highest level of the mastery of the language techniques.
All of that is such a challenge for teachers that worth everyone to think about, to learn and to apply flexibly. English, as a foreign language, contains deep exotic culture, which brings difficulty to students’ learning and understanding as well as English teachers’ teaching. Therefore, to improve students’ interest in learning English is the premise to learn English well. And the use of language techniques in classroom teaching is the source of promoting students’ learning interest and motivation. From this, my study is of certain significance to improve the efficiency of English classroom teaching.
Based on correlation theory like‘Meaning in Interaction’ by Thomas, J. ‘THE BOOK OF TELLS’by Peter Collett and‘Discursive Pragmatics’ by Jan Zienkowski, Jan-Ola Östman and Jef Verschueren, this paper will tackle the way of using language techniques in English classroom teaching to improve middle school students’ interest in learning English from the following aspects: In part1, a brief introduction of Relevance Theory will be briefly discussed. In part 2, the analysis of several kinds of classroom language will be stated clearly. In part 3, the paper will explore the functions of classroom language techniques and students’ interest in learning English. In part 4, the necessity of arousing students’ interest in learning English by applying classroom language techniques will be analyzed.In part 5, the methods of applying language techniques into English teaching will be deeply discussed. In section 6, the thesis will finally arrive at a concise conclusion.
2. Literature Review
In recent years, the international communication is becoming more and more frequent, and with the rapid development of international trade, there has been an unprecedented phenomenon : the number of people who begin to learn English, teach English and use English is becoming larger and larger. This has brought greater pressure on the English teachers: it is imperative to teach English! Therefore, the language techniques can be a key to improve students’ interest in learning English in classroom teaching.
A lot of researchers both from abroad, such as, John I. Saeed, 1997; Fries, Charles, 1975; Jan Zienkowski, Jan-Ola Östman and Jef Verschueren, 1995; Peter Collett , 2003, Jenny Thomas; 1995, and domestic, such as Wang Qiang, 2000; Liu Hongwu, 2004; Feng Kecheng, 1999; etc., They have carried out various researches about language techniques and students’ interest in learning English, but there are still lack of sufficient concern about how to use proper language techniques to improve middle school students’ interest in learning English in English classroom teaching, which is related to the most common and important factor in teaching and learning English well, namely, not.来`自^751论*文-网www.751com.cn
Even though there are a lot of Chinese scholars, like Zhuang Jinying, 2000 and Meng Xiaoping, 1988; whose data analysis and quantitative study also have confirmed that the language techniques used in English classroom teaching have enormous effect on middle school students’ learning interest in English. So, we can obviously find the serious importance of the study of language techniques in English teaching and learning.