Chapter 1 Introduction
This paper is an experimental study on the movie class. It aims to explore whether themovie class in the secondary vocational school could arouse the motivation to leam Englishas a foreign language and how to enhance the EFL learning achievement of the students.本文是电影类的实验探讨。旨在研讨电影类中等职业学校是否能唤起的动机精益英语作为一门外语，以及如何提高学生的英语学习成绩。
l.lThe Background of the Study
英文已成为一种重要的通讯工具，在21世纪，英语学习在中国变得越来越重要。由小学到大学，英语已成为学生的一个主要课题。当前，它的高度认可，英语学习需要的教师和学生太多的精力和时间。然而，学习者的学习效果不能满足他们的满意度。尤其是在中等职业学校，高级中等学校招生考试失败的学生，英语水平有一个较低的水平。他们中的大多数不消失在他们的臣民。将近一半的职业学校的学生都来自农村。他们甚至认为“在我们未来的生活”，英语是没有用的。学生学习英语的动力通常是相当差的，因为低层次的动机和英语能力，他们无法控制自己以及他们不耐烦，英语论文范文，容易分心。其他事情，他们希望好好学习，但不是他们活跃在英语学习。许多都没有兴趣在英语学习中，英语论文题目，他们心不在焉在课堂上，思维缓慢，和情绪低落。他们可以没有集中他们的思想对他们的臣民在课堂上很少人会花额外的时间在英语学习下课。English has become an important communication tool in the 21st century and Englishlearning is becoming more and more important in China. From primary schools to universities,English has become a main subject for students. At present, it is highly recognized thatEnglish learning takes the teachers and students too much energy and time. However, thelearners' learning effects can not meet their satisfaction.Especially in the secondary vocational schools, most of students failed in Entrance Examfor Senior secondary schools and have a low level in English proficiency. Most of them arenot good at their subjects. Nearly half of the vocational school students are from thecountryside. They even think “English is not useful at all to our future life". The students'motivation to learn English is commonly quite poor.Because the low level motivation and English proficiency, they can not controlthemselves well. They are impatient and easily distracted by other things. They hope to learnwell, but they are not active in English learning. Many are not interested in English learning.They are absent-minded in class, slow in thinking, and in low spirits. They cannot concentratetheir minds on their subjects in class. Few would spend extra time on EFL learning after class.
The problem of teaching students' effectively and arouse the English learning motivationalways troubles English teachers in secondary vocational schools. According to a studycarried out by the Handan Teaching Committee, in 2017，the average English result of thestudents of secondary vocational schools is lower than that of ordinary schools. The lowgrades show that the students of secondary vocational schools have some difficulty instudying English, meanwhile, it also shows they have a low motivation in English study. Thisproblem is always a difficulty for the teachers. Because it is generally agreed that motivationis one of the most important factors influencing the learner's success or failure in learning alanguage. Just as Brown (1987:114) observes "motivation probably is the most often usedcatch-all term for explaining the success or failure of virtually any complex task." If asked toidentify the most powerful influences on foreign language learning, almost all the teacherswill list motivation high on their list (Williams & Burden, 2017), considering it as a crucialand decisive factor for learning.
Meanwhile, introducing movies to EFL learning class has experienced a longdevelopment period in the world. In 1910, America produced the first Educational movie.Since then, the silent movie is used in leaching (Wang, 1981:61). Until to the seventies, usingfilm for foreign language
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