The so-called interest refers to a person's positive attitude when exploring things or carrying out certain activities. Applying interest to English learning not only means that students have the internal motivation of spontaneous learning and the opportunity to develop their intelligence and stimulate their potential, but also enables students to explore knowledge, acquire skills and activate all cognitive systems and activities spontaneously and actively, thus making English learning efficient. Therefore, in the process of English teaching, teachers should pay attention to stimulating, maintaining and strengthening students' interest in learning, which is an important psychological and emotional factor, and make it an important guarantee to improve students' English level and English teaching efficiency.

Second, the development and changes of junior high school students' interest in English learning

Interest is students' intentional attention behavior. Psychological research shows that the intentional attention of junior high school students is a process of development and change. That is, the formation and development of students' interest in learning can be divided into three stages according to their depth, breadth and stability, and they are gradually deepening. Cultivating junior high school students' interest in learning English will help them form good study habits and correct learning motivation.

Third, improve students' interest in English learning training strategies

By analyzing the development trend of junior middle school students' interest in English learning, this paper points out that to improve students' interest in English learning, we should follow the "three-step" strategy of "stimulating interest, maintaining interest and maintaining interest".

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1. Harmonious teacher-student relationship

As the saying goes, you have to kiss the teacher to believe it. Teaching is not only the exchange and transmission of knowledge between teachers and students, but also the interaction and collision of emotions. The relationship between teachers and students directly affects and restricts students' emotion, will and cognitive activities. Moreover, junior high school students have a strong "pro-teacher nature", and it is easy to worship and admire teachers and establish a good teacher-student relationship with teachers. Therefore, in junior high school English teaching, students' "stimulating interest" must be based on a good and harmonious relationship between teachers and students.

2. Create learning situations

Junior high school students belong to intuitive image thinking, language learning can not be separated from the support of context, lively nature, strong desire to imitate and express, and need to be satisfied. Therefore, teachers need to use intuitive teaching AIDS (such as wall charts, cards, objects, etc.). ) and various teaching methods (such as multimedia assistance, game activities, group cooperation, etc. ) create a language environment, activate the classroom atmosphere, and mobilize students to perceive the English language with multiple senses and great interest in rich learning situations. For example, Unit 8, Grade 7, Learning to Teach English. Is there a post office near here? Sometimes, teachers can use multimedia to play some vivid pictures, express abstract orientation relations such as next to, between … and opposite …, and at the same time use physical objects such as desks, chairs, doors and windows in the classroom for teaching. It not only stimulates their interest in learning, but also helps them to understand, identify and remember.

Qu Wei

English learning is not easy for China students. Because English is another language, it needs context, and this objective condition is not available in China. Therefore, once they encounter difficulties in learning, they will easily lose their initial interest in English learning. Therefore, in junior high school English teaching, teachers must be "interesting".

1. Enrich classroom activities

Junior high school students have a strong sense of participation and desire to express themselves. Teachers should set up rich classroom language activities, and enable them to participate in them personally, and acquire knowledge and skills through imitation and participation. For example, in the seventh grade, where learners teach English, how was your school trip? Students can then be allowed to combine freely. Students A and B can arrange a dialogue about the theme of a trip. Students should have a detailed place, time schedule and travel plan when making up the dialogue. Through cooperative activities, we can not only improve students' sense of participation and spirit of cooperation, but also exercise their independent ability. At the same time, in the process of cooperation and osmosis, students can easily acquire language knowledge and skills, and they can't feel the tedium of English learning at all, so their interest in learning will naturally be maintained.

Use positive comments

Teachers' positive evaluation is the source of students' learning motivation, which can encourage and enhance students' learning confidence and will, help them overcome the difficulties encountered in learning, and thus achieve the effect of enhancing and maintaining students' interest in English learning. Evaluation forms can be divided into two types: verbal and nonverbal. Language behavior is to express the affirmation and encouragement to students directly in language, such as good job! //Excellent! /ok! Wait a minute. Non-verbal behavior (body language) means that teachers use gestures, expressions, actions and other body language to express their recognition or praise to students. For example, thumbs-up, victory (V-shaped) gestures, smiling expressions, approving eyes, fist-clenching and cheering actions.

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Teachers' interest in learning can only play a phased role. As the main body of learning, students' good study habits and correct learning motivation can keep their interest in English learning forever.

1. Develop study habits

Good behavior habits are the cornerstone of success in life and control the direction of personal development. Teachers must guide students to form a good study habit of "preview before class-listen carefully and take notes in class-review and consolidate after class". Pre-class preparation helps students to be targeted and get twice the result with half the effort in classroom learning. A good memory is not as good as a bad writing. Class notes are convenient for students to review later and learn new things by reviewing the old ones. After-class review can help students break the law of forgetting and change language knowledge from temporary memory to permanent memory.

2. Correct learning motivation

Motivation is the internal key factor of students' interest in learning. Correct learning motivation is conducive to stimulating students' autonomous learning consciousness, making them actively seek knowledge with enthusiasm and truly become the masters of learning. For example, when learners teach Unit 10 I want some snacks in seventh grade English class, they can explain some differences between Chinese and western food cultures. For example, western food has the order of appetizer (appetizer), main course (staple food), side dish (side dish) and dessert (dessert); Traditional staple foods in China, such as steamed rice and fried noodles, are "non-staple foods" in western diets; People in China eat with chopsticks, while westerners fork with their left knives. Stimulate students' interest in English learning and cross-cultural awareness while broadening their horizons. At the same time, students can be told that whether they are western chefs or travel to the west in the future, they must have common sense about these cultural differences. To understand this knowledge, we must first learn English well, so as to achieve the effect of "fixed interest".