表扬语在小学英语教学中的运用

论文题目（英文）The Application of the Compliments in English

Teaching for Primary School Students 论文题目（中文）表扬语在小学英语教学中的运用

2014年5 月

Abstract

Currently, some experts and scholars have made a lot of researches in using compliments which is one of the methods of educational evaluation in teaching with the reform of educational evaluation. Those experts and scholars have researched into the functions of compliments and effective compliments. Since the new National English Curriculum for Primary English carried out, application of the compliments in English language teaching for primary School has received attention. In order to improve the primary teachers’ skills in the aspect of praising students and achieve the aims of the new National English Curriculum for primary school. This research paper focuses on the functions of compliments which is in an attempt to achieve the aims of the new National English Curriculum for primary school, and also expounds how to praise primary students effectively in English teaching.

Key Words: Compliment; function; praise effectively.

摘要

近年来，随着教育评价的改革，表扬语作为教育评价手段之一，已有许多专家学者对表扬语在教学中的运用做过许多研究。他们着重研究了表扬语在教学中的功能以及在教学中有效的表扬艺术。自小学英语新课标实施以来，表扬语在小学英语教学中的运用受到重视。为了能改善小学英语教师的表扬语和达到小学英语课程的总目标，这篇论文在阐述有效表扬语艺术的同时，重点研究了在义务教育阶段英语课程标准的要求下，表扬语有助于实现小学英语课程总目标的几个功能。

关键词：表扬语; 小学英语课程标准; 功能; 有效表扬

Contents

Abstract (i)

摘要 (ii)

Chapter1 Introduction and Literature Review (2)

1.1 Introduction (2)

1.2 Literature Review .............................................................................. 错误！未定义书签。Chapter2 The function of compliments (3)

2.1 Improving language skills (3)

2.2Cultiviting affection and attitude (4)

2.3 Forming right learning strategies (6)

2.4Accumulating language knowledge (7)

Chapter3 Use compliments appropriately (7)

3.1 Compliments should be accurate (7)

3.1.1 Accurate wording (8)

3.1.2 Accurate pronunciation (9)

3.2 Praising students with expression and intonation (9)

3.3 Compliments should be diverse (10)

3.4 Praising learning attitude (11)

Chapter4 Conclusion (12)

Chapter1 Introduction and Literature Review

1.1 Introduction

“Compliments is a positively affective speech act. It can be referred to as a“a complex sociolinguistic skill ”, which serves to save people’s faces, to increase or consolidate solidarity between the speaker and the addressee and create or maintain rapport”(Janet Holmes, 1988). That is to say compliments is an affirmative and appreciation to students for their correct behavior in study or any other aspects. According to the feature of primary students’ mood, primary students would be very happy when they are praised by teachers，parents or any others, otherwise they would get depressed. For this reason, compliments is essential to primary school. Studies have shown that compliments can realize students’ potential and foster self-confidence to praise students appropriately and constantly. But if the compliments were not appropriate, compliments would reduce the students’ motivation to study; students will become negative and rely on others suggestions；Thus compliment will become an anaesthetic for primary school students instead of promoting their study. So it is important to praise primary school students appropriately in English class.

This research paper will mainly research effective compliments in primary English teaching and some skills to praise. On the other hand, there are a lot of studies about the application of the compliments in English language teaching for primary school students. Since the NEC for primary school carried out, few experts and scholars have made studies in the functions of compliments for achieving the goal of the NEC. So this research paper also researches the compliments’ functions related to the goal of NEC and gives some examples.

1.2 Literature Review

Some functions and principles of praise have been studied by many scholars and experts both at home and abroad. Among those scholars and experts, Shi Xiangzhen

have summarized that compliments should follow those following principles in English Teaching: The principle of praise should have individuality, the principle of praise should be specific, the principle of praise should be in time and the principle of praise should be sincere（施霞珍，2008）.Furthermore, there are few experts have elaborated strategies of encouragement based on pedagogy and psychology. They thought encouragement is a key to open students’ desire to learn and promote effective teaching. Besides, Zhang XueTing and Wei ZhiHong have researched the functions of praise in Teaching. They have showed that appropriately compliments can protect students’ self-esteem, enhance students’ interest in learning and facilitate the development of both students’ physical and mental（张学厅，2009）.

“Currently, some researches about praise are mainly focus on the types of praise. It can be classified with ability praise and effort praise according to Weiner’s attribution theory” (Weiner, 1985). The ability praise refers to praising the learners’ability, such as “You are clever”, “you have gifts”. Effort praise refers to praising the learner s’ the degree of effort during learning, such as“You are diligent”. Ability praise is concerned with learners’ controllable factors, while effort praise is concerned with learners’ uncontrollable factors. “In terms of effort praise, In America, Carol and Dweck have pointed out that teachers should praise children for their efforts, their concentration and their strategies rather than their smart and their natural gift”(Carol&Dweck, 2007).The compliments of teachers should be related with students’ attitude rath er than simple words just like“G ood”“G reat”based on Dweck and Carol’s point.

Chapter2 The functions of compliments

2.1 Improving language skills

The NEC focuses on improving Overall Language Ability. And the main task of the NEC is to enable students to master basic knowledge and skills so that they would form sufficient competence in using English（王蔷，2006）. While language skills is a essential component part of Overall Language Ability, which includes: listening, speaking, reading, writing. Among those skills, listening and reading are skills of

comprehensive; speaking and writing are skills of expression. Those skills promote each other in English learning. For primary school students, they should practice more in listening, speaking, reading and writing, to lay a solid foundation for forming Overall Language Ability.

Compliment is a kind of speech, which expresses positive affection in language class. Feng Xiancang and Song qirui who are famous educationalists have said that language is a finished product of speech activity as well as content of speech（宋其蕤&冯显灿，1999）. Based on this, a conclusion can be made, which is that compliment is the one parts of English. So learning to speak compliment appropriately can improve the ability of English speaking. In English class the more compliments are spoken by teachers, the more compliments are remembered by primary school students. Students are imperceptibly influenced by what they hear and learn to speak so that their ability of speaking will be improved. In the aspect of listening, teachers speak more appropriately compliments and further explanation about the compliments could be given if necessary. To make students comprehend what you say, which will help students remember what teachers say according to the theory that students’comprehensive material would help them easy to remember this material. As long as they hear something language about compliments, they will be familiar with what they heard instead of knowing noting about it. In other words, teachers speak more compliments could improve the ability of listening for students.

For example, a student no matter who he or she is, teachers could say to him or her “I can see your progress “as long as the student has made a progress in study or other aspects. If he doesn’t understand this sentence, teachers could give him an explanation. As time goes on, this sentence is received by the student repeatedly, he or she will naturally be familiar with this sentence and learn to use this sentence. When someone around him makes a progress, he will say “I can see your progress”. Besides, no matter when or where he heard this sentence, he would not feel strange with it. Consequently, students’ ability of speaking and listening will be improved.

2.2Cultiviting affection and attitude

Affection and attitude includes：Confidence, Motivation, Patriotism and International perspectives. Stimulating and cultivating students’ interest s and their confidences in learning English is the main task of the primary English curriculum(赵春生，2011), whereas English is second language instead of mother tongue for Chinese students, therefore they are not interested in learning English. Some students are even tired for leaning English, so it is important to cultivate students’ interests and increase their confidence in learning English. For this reason, primary school teachers are giving heavy task to primary students who are beginners at learning English. In English teaching, teachers should continually stimulate and strengthen students’ interests in learning English, besides guiding students to transform their interest into stable motivation. In this way, students will establish self-confidence and temper their will power. But there is a question. H ow to stimulate students’ interest and motivation? Praising students appropriately must be an effective measure.

In English teaching, if a student was praised by teachers, he would feel that he is respected by others. According to psychology, if someone was respected, he would feel that his value is come true, which is beneficial to realize his potential（罗明东，2011）. Therefore the student who is praised will try his best to learn English for being highly respected. And he will be confident. “Besides, in primary school, students lack the ability to assess themselves, or have not even developed the need to assess themselves”（Chen Chenghui, 2003）.Therefore, all the self-assessments of primary school students come from outsides, especially from teachers and parents. Primary school students always trust and worship teachers, so the teachers’ affirmative appraisal is mainly source of their confident. In terms of motivation, primary school students less understand the meaning of study even do not understand it. Therefore, their study motivation is that following parents’ claims an d hopes, besides they also hope to achieve both teachers’ compl iments and affirmation. In addition, motivation includes external motivation and internal motivation. External motivation is the motivation driving activities which is induced by external force(罗明东，2011). To teachers’ compliment s, it belongs to external motivation which could fertilize students’ learning. So in English class, teachers’ compliments are able to stimulate

students’ motivation of learning English.

For example, there are two words“sea”and “say”. None of the students are able to read these two words accurately except Ann, at this time teacher could praise her and say“How nice pronunciation!”She will think that reading English words is not difficult as she imagined, thus her confidences to learning English will increase gradually. On the other hand, she must be very happy due to teacher’s compliment and she also studies English hard in an attempt to be praised again by teachers.

2.3 Forming right learning strategies

Some psychologists and applied linguists have given definition of learning strategy which can summarized that some actions, procedures, skills and methods taken by students for learning and using English effectively. Learning strategy is various from one student to anther. In primary English teaching, the standards of learning strategy could be described to the following aspect. ①students should corporate with others actively to finish learning task together. ②students should ask modestly from teachers and other students when having some trouble with study.

③students should learn to focus attention. For primary school students are beginners at English, one of teachers’ tasks is that helping students to form learning strategies which are suitable for them. How to help them to form learning strategies? Using compliment appropriately is an effectively method.

In the course of learning English, students would have themselves learning methods and skills. Some of methods and skills are suitable for them but others are not. At this time, teachers could praise them when their methods or skills are appropriate or effective, thus they will feel their methods and skills of learning English is right and continually use those methods, forming a set of learning strategy being suitable for them.

For example, there is a student who modestly asks from teachers when he has some trouble with an English question which he could not deal with. At this time, teacher could praise him daring to ask questions from others, so from his point of view asking questions is a good habit and he will from a good learning strategy.

2.4Accumulating language knowledge

Language knowledge is an important component part of linguistic application competence. It is essential foundation of developing language skills. It includes phonetics, grammar, vocabulary, topics and functions. In the new National English Curriculum for Primary English, the standard of language knowledge is mainly discussed in the following several aspects. In the aspect of phonetics, primary students are asked to understand some words’ stress and simple spelling rules. In the aspect of vocabulary, students are asked to learn 600-700 words. In the aspect of functions, they are asked to understand and apply linguistic expressions concerned with following functions: greeting, introduction, apologize, praise and so on. How to accumulate language knowledge in English teaching? Using compliment is one of the methods.

Compliments consist of vocabulary. If teachers used more various compliments in English teaching, students would accumulate more vocabulary about compliments. In addition, when teachers praise students, accurate pronunciation would correct students’ pronunciation. The function of compliments is that praising others because of their good personality, fine character and their right behaviors. In the eyes of students, teachers are good models for them. Consequently, the behavior of compliment would influence students. They would like to praise someone around them in study and life so that the function of compliments has been brought into play.

For example, when a students pay attention to teacher’s less on. Teacher could praise him” What a good listener! “If students do not understand it, teacher should make a further explanation in Chinese. When this sentence was used many times by teacher, students would naturally remember this word “listener”, besides they can also read this sentence accurately. On the other hand, when someone listens to her or him carefully at any time, it is possible for him or her to praises the listener.

Chapter3 How to use compliments appropriately

3.1 Accurate compliments

Every coin has two sides. In term of compliments, we are sure that appropriate compliments could bring many advantages for students in their psychology. It is a

method of teaching and help students develop the ability to use English; to arose students’ interes ts in studying English; to help them develop good study habits and to set a good foundation for further study. But at the same time we should also realize that the disadvantages brought by inappropriate compliments. To make it clear overprize may serve as a good illustration. If a teacher praises students frequently whatever the students do things right or make mistakes, the students would reduce psychological endurance. When they are in trouble or have difficulties, they have not enough courage to challenge those difficulties for they are afraid of failure and leading to lose praise from teachers. So as an English teacher, learning to use compliment appropriately is necessary ability for them. Since compliments not only influence students’ psychology, especially those students who are person of great self-respect, but also influence their Over Language Ability, particularly in pronunciation. So teachers should use compliments accurately, which includes accurate wording and accurate pronunciation.

3.1.1 Accurate wording

It should be prudent to choice wording for teachers when they praise students. It is better to use different wording for different students about different actions, and they should try their best to avoid use same level compliments to all students. One of the reasons it that every student has their own uniqueness, teachers should praise students based on their own uniqueness. Which make them have a feeling that they have been received the attention from teachers instead of having been ignored. Besides, compliments should be based on fact. Compliments ought to correspond with students’ performances. So teachers should choose praise’s words according to students’performance. For example, student A has answered a simple question correctly, the teacher given highly praise on it. While student B has given a perfect answer to a question which is not easy to deal with, but the teacher just praise him paying little attention. This way of evaluation will make students think that teachers have favorites. If praising students like what this teacher does, compliments would not have any effect.

3.1.2 Accurate pronunciation

Whether the pronunciation is accurate determines the effect of compliments. Good pronunciation is essential to an English teacher if he wants to make himself easily understood while expressing himself. It is also proved by well-known fact that the better teachers pronounce and speak English, the easier students understand it when they hear it. When praising students, if teachers could not pronounce correctly all the individual speech sounds, students would not understand what teachers said so that misunderstand the meaning of compliments. This may has led to the result that student does not realize teacher are praising him at all. In addit ion, teachers’ poor pronunciation would mislead students’ pronunciation, especially for primary students who are beginners to English and they always follow teachers to pronounce. Therefore teachers must pay sufficient attention to pronunciation when praise students. Taking into account all the facts concerned, we can say that accurate pronunciation is the fundamental of using compliments accurately.

3.2 Praising students with expression and intonation

Expression divides speech expression and non-speech expression. Speech expression includes pronounce, stresses, pauses, transition of sounds and intonation. Non-speech expression are facial expression and body expression, such as smile，gesture and posture. “Albert Mehrabian who is an America psychologist have pointed that the effect of communication=7℅words+38℅intonation+55℅facial expression based on experiments” (Albert Mehrabian, 1967). Form this formula, we can conclude that facial expression and intonation are important during communication for better effect.

There is another study shown when people communicate with each other, their expression would pass on more information than the language itself(晨曦，2013). If teachers are absorbed in praise students without any expression and intonation, the compliments would be lack of honesty. At this time, students are not going to get encouragements which are due to them. According to primary students’ psychology, using teaching language appropriately is the key to cultivating primary students’

attention. Using teaching language appropriately includes language should be in rhythmic tones and with properly expression（胡志海，2011）. During English teaching, compliments with expression and intonation not only cultivate students’ attention, but create an atmosphere of learning English. We can imagine that the class which teachers have no any expression or intonation, which must be too boring to have few students being interested in the class. So in order to arouse more students’ interests in English class, teachers should create teaching atmosphere as more as impossible using expression and intonation. In other words, compliments following expression and intonation are beyond their true worth. To illustrate this point, let us consider a situation which a teacher has smiley praised a student. The student would feel that teacher placed a high value on him instead of praising him with a perfunctory attitude. In brief, teachers ought to try their best to praise students adding expression and intonation for achieving better teaching effect.

3.3 Compliments should be diverse

To some extent, the fact of praise is objective. A good case in point is that praising students is only the thing teachers can do when students do some right things. However, teachers can choos e different compliments to confirm them. That is to say, teachers’ compliments are various from one students to another students according to their different performances. Teachers should avoid using a single model of compliments to the best of their ability. On the contrary, compliments ought to be flexible and diverse; making different appraisals for different situations and using vivid and plentiful compliments to arouse students’ enthusiasm and initiative in maximization. Diverse compliments could achieve the following two results. Firstly, students easy to feel the teachers’ honesty and do not be boring to teachers’ pra ise. So the compliments would do some work. Secondly, the more plentiful compliments used by teachers, the more words and sentences about praise are received by students. Therefore, they can accumulate more knowledge.

For instance, when student C has made a progress in the English learning, teacher could say to him” You are improving”. Then Student D also makes a progress,

however, teacher could say to him” You are on the way”. A nd student E make a progress next time, teacher could say to him” You make a great progress”. In this way, they would have an idea that they really make a progress rather then teacher is praising them casually for cultivating their confidence. They will think that English is very interesting and could use different words to describe same things. On the other hand, students have learnt some vocabularies and sentences, such as “improve”, “progress” and“on the way”.

3.4 Praising learning attitude

The definition of “attitude”has been defined by many experts and scholars. Among those experts, Allport defines attitude as “a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related”(乐眉云，2011).According to this definition, learning attitude could define that a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to learning.It refers to learners’ behavior or psychology tendency of positive or negative to learning. It is stable and lasting. Learning attitude could be divided to right attitude and bad attitude. For instance, right learning attitude is being hard-working and eager to learn, paying one’s attention, finishing homework on time, and taking study seriously. On the contrary, being unserious and being sloppy to study is bad learning attitude. Recent years, many psychologists have taken some experiments for primary school students’ learning. The result shows learning attitude not only influence students’ learning behaviors, but also influence academic record. That is to say, right learning attitude could influence study effect positively. To illustrate this point, let us consider an example, a student who is in trouble would overcome difficulties relying on their efforts. Learning attitude is so important that teacher must pay attention to praise students’ learning attitude. The reasons are mainly in the followings.

Firstly, even though intelligence is prerequisite to mastering knowledge（胡志海，2011）. The non-intellectual factor, such as learning attitude is also necessary

component of study. Research results from modern education have shown that students’ confidences、gumptions and being dauntless reflected in study is important reason why one obtain a good results. According to this, we can get a conclusion that right learning attitude will help students to get good school records based on having same intelligence. In addition, praising learning attitude can improving the ability to challenge difficulties. America psychology and educator Carol and Dweck have research for about 400 primary school students. The research has shown that if teachers praised students’ talent or cleverness instead of their learning attitude, students would become negative and easy to rely on others suggestions （Carol&Dweck, 2007）. That is to say, those students who are always praised by teachers that they are clever and having talent are in troubles or have difficulties in study, they would be afraid of facing them. The reason is that they are afraid of losing the teachers’ compliments when they fail. They feel their failure would leave bad impressions in others mind and pay much attention to the results of learning. Conversely if teachers praised students’ good learni ng attitude, for example, making efforts and having gumption performed during study, students would deal with difficulties with good mentality.

Praising learning attitude not only help students to attach importance to the process of study so that obtain a good result, but help them to cultivate right attitude which be benefit of them in the future. So teachers’ compliments should be more related with students’ learning attitude.

Chapter4 Conclusion

Rousseau, a French educator, once said it is cleverer for teachers to praise even a little progress of students rather than ridicule their shortcoming(Rousseau 2008). Therefore, praise from teachers play an important role in the mental development of students. Also, it is an effective ways to facilitate students’ study. For instance, on one hand, it can strengthen students’motivation in learning and improve students’confidence in English learning. On the other hand, praise can be applied to achieve teaching goals. However, every coin has two sides. Praise also has a bad effect on

students’ learning. That is to say, improper use of compliments not only prevents in from helping students’students feel self-satisfied on account of teachers’compliments.

This thesis researches scholars’ research results about applying compliments in English teaching and summaries some principles that Primary English teachers should follow. Firstly, teachers’ compliments should be accurately, including accurate pronunciation and wording. Besides, compliments should have expression and intonation. Furthermore, compliments also should be diverse. Above of all, teachers should praise students’ learning attitude more. There are two significance of this study.

①Helping to primary English teachers to master the skills of praise, improve their compliments and promote to finish the aims of English teaching;②This study reaches the functions of compliments based on The aim of the new National English Curriculum for primary school. Namely, compliments could help primary students improve the language skills, cultivate affective, form learning strategies being appropriate themselves and also accumulate language knowledge. Those functions could help primary English teachers’ compliments more targeted.

All in all, learning to praise students effectively is necessary for a teacher at any time. Finally, hoping more an more experts and scholars to research the application of the compliments in Primary English teaching based on the new National English Curriculum for primary school; hoping compliments to be more normalized and realize its truly value.

References

Albert Mehrabian. (1967). ""Silent Messages", A Wealth of Information About Nonverbal Communication (Body Language)". Journal of Personality and Social Psychology. 3, 56-57. Carol& Dweck. (2007). Why Praise Can Be Bad for kids. ANN PLESHETTE MURPHY,15（1）,56-58

Holmes, Janet & Dorothy F. Brown.(1988). Teachers and students learning about compliments.

TESOE Quarterly, 21(3), 523-546

Le Meiyun, (2011). Applied Linguistics. Nanjing Normal university:BaiLi

WeinerB. An attributional theory of achievement motivation and emotion. Psychological Review, 1985, 、（92）：548-573

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Acknowledgement

Firstly, I would like to show my deepest gratitude to my supervisor, Kong Minsu, a respectable, responsible and resourceful scholar, who has provided me with valuable guidance in every stage of the writing of this thesis. Without his enlightening instruction, impressive kindness and patience, I could not have completed my thesis. His keen and vigorous academic observation enlightens me not only in this thesis but also in my future study.

Besides, I shall extend my thanks to all my teachers who have helped me to develop the fundamental and essential academic competence.

浅谈小学英语语篇的教学

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