Analysis of reading Research on Teachers' Attitude

This research tries to analyze relevant aspects in the classroom environment by citing several experts in order to demonstrate the influence of professors’ attitude on students’ learning.

This paper proves that the professor attitude in classroom affects the second language learning process. Also motivation is very important aspect in this process of learning and it could be affected by different situations.

This research is based on different situations given in the English classroom, situations which take to loss of interest in the process or lack of interest in the English subject.

Self-esteem is a very important aspect on students when because they could have a high self-esteem so they participate in class and such, but if they don`t, then it will be more difficult for them to understand because they will not ask questions or participate in any activity because they are shy, so there is when teachers have to implement different kinds of activities in which all students even the shy ones can participate and try to increase students’ self-esteem. That is why teachers have to establish a friendly relationship student-professor to create confidence and a better communication that could make easier the interchange of knowledge. Otherwise, students will not have enough confidence to ask any question and it will be more difficult for them to understand.

The motivation plays an important role in the process of learning Second Language, and this happens because for instance students could be just interest in learning a second language because they like it or because they want to find a better job. These motivations are understood like the two ways teachers have to employ students in the class. “Therefore, when the only reason for performing an act it self relies on passing an exam or obtaining some practices right the motivation is likely to be extrinsic. Opposite, when the experience of doing something generates interest and enjoyment and the reason for performing the activity lies within the activity itself. Then, the motivation is likely to be intrinsic” (Williams and Burden 1997). However, it is important to know that those kinds of motivations have different results. For example, when the motivation is intrinsic, learning is an action that could be part of the personal improvement and it could be a permanent learning because the students learn by their own desire, because they like it. On the other hand, if a student learns because of an external reason for instance to get a job, it could become into a competition. Also what the student study could be forgot easily because there was no a real interest to learn. So, motivation has to faces the good one and the not so good one. The good one has good results. That is the intrinsic; this could be reinforced by the professor in different ways to get good results. However, the extrinsic motivation could be foster by the professor, incorrectly. Professors could believe that giving prizes, for example, to his students can make them participate or get a good score and he will obtain a better learning process when is not absolutely right. Rewarding must be carefully implemented or wrong conditioning will be obtained.

Another important thing is the relation between the professor and the student, professor should be tolerant and a helper so in that way students feel comfortable taking risks because they know that they will not be embarrassed or criticized if they make a mistake.