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| 本文作者： 吴峰 2007年6月BuildingupaSupportiveLearningClimate吴峰(浙江工业职业技术学院英语组，浙江绍兴312000)【擒耍】n虹m'ddediscmsathenecessitytobuildupasupportivelearningclimateinasecondlanguageleaningdassroomandofferssomepractical印sollit【关键词】Suppom他learningclimatesecondhnguagelearning【中圈分类号】6427【文献标识码】A【文章编号】1009--5489(2007)06"-0057-01Asupportivel新开传奇earningclimateSupportincludeslisteningwithunderstanding，encoura-gingaction，sharinginformationexperienceandideas，helpingpractically,andexpressingappreciation．Therefore,supportivelearningclimatecallbedefined：aclimatewherepeoplelearnthingsorlearnfromeachotherbylisteningwithunderstanding，encouragingactions，sharingin?formationexperienceandideas，helpingeachotherpractically,expressingappreciationsandsometimeconfrontingdestructiveproblemspositively．Why’‘Therearcseveralfactorsaffectingstudentslearningasec-ondlanguagesuchas"intelligence，aptitude，personality,learnerdifference，learnerbelief,motivationandattitude，andage．Allthesefactorsfallintotwocategoriesintelligencefactotsandnone-intelligencefactors，orIQandEQ．Itisbasicpsy-chologyknowledgethathowsuccessfulal毙．rsonisismorede-terminedbynone-intelligencefactorsratherthanintelligencefactors．Thereforeifwecanwomotehisnone-intelligencefac-totstolearnasecondlanguage，hewillbeamoresuccessfullearner．However,none-intelligencefactorscannotbechangedsuchas：personality,age,aptitudea应网络游戏这一点真是好ndlearnerdifferencefac-tot's，exceptthemotivationandattitude．AstudyconductedbyPaulaKristrnansonin1994showsthatstudentsinasupportiveclimatea他morewillingtocommunicate．toseekoutopportu-nitiestocommunicateandtopractice．：．HowAsitisquotedabove信息，onlythemotivationandattitudecanbechangedintheaffectivefactors．Therefore，theroleofrela-tionshipbetweenteacherandstudentsisl玩家高兴ikelytobecrucial．Thus，thequestioncomesto：Howtobuildupapositiverelationshipbetweenthetea-cherandstudents．Herea他sometipstoestablishapositiverelationshipbe-tweentheteacherandstudentsofferedbysomeexperiencedteachers：收稿日期：加07--06-05作者筒介，昊峰，浙江工业职业技术学院英语组，研究方向：荚语教学．LEARNS。I’UDEN’l’s-NAMES：Tmsisasimplesuggestion,butithasprofoundresults．Everyonerespondstobeingapproachedindividuallyandper-sonally,andthelogicalwayofbeginningthatprocessistocallthe热血传奇mbyfirstnames．LEARNSoMETHINGPERSoNALABOUTEACHSTUDENT．ThisrequiresSomeeffortandenergyonthepartofthein-stmctor．Thisstrategyisanextensionofthesuggestiontolearnstudents’namesitisonestepfurtherintheprocessofperson-alizingrelationships．’．TRE盯STUDENTSASADU【TS：Sometimesteachersunwittinglyputdowntheirstudentsbytreatingthemaschildren,byoverlookingthem，orbyexhib-itingimpersonalkindsofbehavior．Oneobviousexampleiswhenateacherturnsawayfromastudenttoaddressacolleaguewhoiswalkingby．。CoMEBEFOREANDS1’AYAFrERCLASS1D1渔I．K’TOSTUDENTS．Thistimecanallowtheteachertobuildindividualrelati-onshipswithstudents．T11e辩smallcontactscancreatemorepersonalclimate．Studentsmayfeelmorecomfortableaskingquestions，expressingtheirconceilu，orcomingtotheteacheraboutdif五cultiesonanindividualbasis．?Summary：’一．Asupportiveclimateplaysanimportantroleinclassroomlearning．Manyteachersarcthrivingtobuilduparelaxedat-mo传奇文章spherewherestudentscantakerisksandmakeerrorswith-outfearofembarrassmentornegativerepercussions．Hopethisarticlecanprovidesomeideas．【参考文献】【tlOemdM．nllgiI电WeInterDictionalyofAmericea既gIin，R柚曲mHomemdFLTRP．1997，P244f2】H．D咖lgl粥Brown．teachingby缸cip蛔：柚illt鳓霉雒佴俑chtoh鸭l‘毫鲈pedagogy．foreignlanguageteachmgandremrchhlgpre∞．2003．PP34-35[4]PutsyM．LightbownandNinaSpadahowlanguagesm'eleame,I，ShanghaiFor-嗣印4．bl啦滞Education№，2004．P4915】RodElI咄thestudyoff,endtlmuagnacquisitiea．鼬删咖iFemig吡LI驾IIl妒EducationPrim．1997。pp227-228-BuildingupaSupportiveLearningClimate。 本文《Ｂｕｉｌｄｉｎｇ ｕｐ ａ Ｓｕｐｐｏｒｔｉｖｅ Ｌｅａｒｎｉｎｇ Ｃｌｉｍａｔｅ》 --- 作者： 吴峰 |
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