【Abstract】 This investigation shows that teachers should know their students motivation for learning and communicative needs for a foreign language and how to encourage the students to change their attitudes.

【Key words】 English study； motivation； excite

1. The definition of learning motivation

The motive is a kind of cognitive and emotion force which can urge students to start the learning activity and maintain the fine learning condition[1]. The learning motivation consists of 4 different types. Viewing it from the society prospect， it can be the noble motivation and vulgar motivation； from the time prospect， it can be divided into long-term motivation and short-term motivation； from the effect prospect， it can fall into integrative motivation and instrument motivation； from the level prospect， it can be distributed into ordinary motivation and forceful motivation； and the last type， from the motivation source prospect， it can be marked off to intrinsic motivation and extrinsic motivation.

2. The methods to excite students’ English learning motivation

2.1 To make students fully realize the value of English learning

It is proved that teacher could expound every concrete purpose， meaning of knowledge among classroom instruction to test， make students realize the obvious value of knowledge and the knowledge can attract students to yield the prospective future and try their best to achieve it. Therefore， it is an important step to excite and keep learners’ motivation to improve their understanding of the value of English. For English learners， English can be regarded as a goal， the more value of the goal， the greater encouragement value that it offers the individual. So the English teacher should try to improve the glamour of English， improve the temptation of learning English as well， and help students to fully realize the importance of English[2].

2.2 To set up clear and concrete study goal

The clear study goal can encourage people to struggle for it， unremitting， insist on reaching the purpose. Putting forward the clear goal of study and the stage for students help them to realize one by one. The teacher must let students realize the importance of establishing English study， because concrete targets can help them to realize dream. The goal is students’ striving direction， and the standard appraised and sign improved in study. Students have short or long term goals. Short-term goals are easy to realize. The realization of the stage goal will make them produce the fulfillment， make their need satisfied， at the same time， make them believe it. The bigger possibility， the larger encouragement gives the individual. Therefore， the motive makes the individual realize this goal is strong.

2.3 A harmonious classroom atmosphere

Creating a student-centered environment is important， but not enough. A good class atmosphere is vital to the success of the student-centered method.

One of the most frustrating experiences for ESL teachers is dealing with a passive class in which students do not voluntarily respond to the teacher’s instruction and avoid interaction with the teacher and with their classmates. As in the past， teaching in China is dominated by a teacher-centered method. Most students see knowledge as something to be transmitted rather than discovered by themselves.

2.4 Tasks being interesting and varied

One of the greatest enemies of successful teaching is student boredom which is often caused by the deadening predictability of much classroom time. In general， students dislike having a course book imposed upon them in a rigid way， preferring a variety of materials and the opportunity to use them in ways they choose for themselves. What is routine and deadly boring is de-motivating. This danger can only be avoided if the teacher believes that the learning experience should be permanently stimulating and interesting.

In conclusion， it is worth doing the research on how to stimulate students’ motivation and encourage the students to converse in English class. During the course， we should know the students’ motivation for learning English language and their communicative need for a foreign language.

【References】

[1] Fries， Charles C. Meaning and Linguistic Analysis[J]. Language， Vol. 30， No. 1， 1954.

[2] Rolis， Ellis. Second Language Acquisition[M].London： Oxford university press， 1999.

[3] 李玲玲. 英語教學中如何激發(fā)學生的學習動機[J]. 雁北師院報. 1997（1）.