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ing effects. So it is very important for students to have apositive attitude toward English learning. On the contrary, most of students in vocationalschools have negative attitudes. There is a famous proverb: No pains, no gains. It isobvious that students in vocational schools should make more efforts to learn English ifthey want to catch up with others. Meanwhile the process is long, laborious. Because oflack of self-confidence, most students believe that they do not have the ability to learnEnglish well. They are not willing to practice their perseverance. Some students even giveup. It is very common that more than half of students in the class are sleeping and chattingwith each other, except a few students who are positive in class. And even some studentshave never done homework. It is unsurprising that they do not bring textbooks, pens,pencils with them. Because they lack self-confidence, they take negative attitudes towardEnglish learning.

2) Slack learning behavior in class
By observing students’ behavior in English class, the researcher summarized severaldistinguishing features of students in vocational schools.Firstly, they are afraid to answer teachers’ questions, even very simple questions. It iscommon that most students lower their heads when the teacher looks for someone toanswer certain questions. If some student is unlucky to be called, he or she often asksothers for help instead of thinking by himself or herself. Sometimes teachers need toprompt the answers frequently although the answer is very simple.

Chapter II Literature Review

2.1 Researches on incentive classroom English language
The word ‘incentive’ means inducing, referring to the mental process of stimulatingmotivation which can remain people in a state of excitement so as to affect behavior.Teachers’ incentive classroom English language refers to the languages which can stir upstudents’ thinking, enhance students’ confidence, and guide students to introspect. It is acaring language to help students to succeed. It is an emotional exchange between teachersand students in order to optimize the teaching process and let students learn in aharmonious atmosphere.

2.1.1 Description of incentive classroom English language
Classroom teaching evaluation takes students as the appraisal object and formulatescorresponding learning goals according to the certain course content. It adopts all thefeasible appraisal means and methods. Then it measures teaching phenomenon and theeffect. At last, classroom teaching evaluation needs to analyze the final goal to value thelearning process. The evaluation has many functions, such as the drive, the guidance, theadjustment, the reconsideration, the selection and the diagnosis. The appraisal goal is a kindof value judgment which encourages students to improve their own quality. In other words,it can be called incentive classroom English language. Incentive classroom Englishlanguage refers to how to stimulate students’ intrinsic need and their motivation. Thepurpose is to arouse students’ participation, experience their successful joy, and obtain theenterprising strength, then share successful fruit by their cooperating and finally letstudents find the mystery and pleasure of learning English in vocational schools.

Chapter III Research Design........... 30-44
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