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【Abstract】High school English learning is the basic English language foundation polishing for high school students before entering college. Solid foundation， positive learning and good self-learning strategies can effectively promote high school students’ rapid progress in English language learning. In view of this， based on the characteristics of English language learning for reference is trying to explore how to effectively activate the potential high school students in different stages of learning the English language， for they lay a good foundation for subsequent development.
【Key words】High school； language potential； analysis of practical strategies
I. The pertinent thinking over the measures in the perspective of teachers
1.1 Stimulate students’ motivation and cultivate their interest in learning
To motivate students’ motivation and cultivate their interest learning motivation is the driving force to promote English learning. On one hand， learning motivation determines the direction and process of learning， and on the other hand influences the learning effect. Some experts point out that learning behavior is achievement behavior， and learning motivation is achievement motivation.
1.2 Develop the training of learning strategy
Independent learning requires teachers to carry out learning strategy training. “Learning strategy refers to the various actions and steps that students take to effectively learn and develop，” says the standard of English curriculum for ordinary senior middle schools. It divides learning strategies into cognitive strategies， regulatory strategies， communication strategies and resource strategies.
In English learning， various cognitive strategies such as reading， skimming， guessing meaning， reasoning， etc.， require teachers to train students in their normal teaching.Regulation strategy refers to the students’ strategy of planning， implementing， reflecting， evaluating and adjusting the learning.
1.3 To cultivate good habits of study and discussion on the scientific learning method
To train the ability of high school students’ autonomous learning will actively exert students’ subjective initiative， let them gradually get rid of the dependence on teachers. For the vast majority of high school students， their independent learning activities are under the guidance of teachers， from the formation of good learning habits， to discuss the scientific method of learning to begin. From the beginning of the first year， students should develop good English learning habits. The language ability of high school students is closely related to their learning autonomy. We need to let students learn to manage themselves and be proactive in their autonomy. II. In the perspective of students themselves
Students’ English language learning potential is key to the development of their language performance and gradually that of competence. In the previous chapter， the paper has demonstrated some good strategies for activating the English language learning potential. Next， the paper will introduce some practical and efficient ways to achieving that in the perspective of students themselves.
2.1 Good implement of language learning strategies
High school students is different from the junior middle school students in English learning have a certain language basis， learning content also had the very big promotion， o ‘clock， for example， students’ learning content generally includes vocabulary， reading of the text， true language point memorization and comprehensive application of knowledge is mainly manifested in the implementation of the students’ homework， preparation before class， after class to consolidate and improve， there are some autonomy learning， participation in social practice English， for example， independent reading， etc.
The autonomy here is that students will be able to take effective new courses， problem sets， and expand reading.
2.2 To read the extensive professional English material based on interests and hobbies
According to the principle of krashen’s language input， language learners are similar in their language learning ability on the basis of the input is slightly higher than their language cognitive level of the material， will have promoting effects on language learners’ language learning， activate the potential of their language learning， for the subsequent new breakthroughs in the possibility of development. This is the famous I 1 input principle. What needs to be explained is that English reading must be maintained for a long time， preferably with a certain reading plan. Stepwise， periodic reading.
2.3 Fully participated in English practice activities to accumulate practical experience in language communication
Other English language learning and language learning need to enrich theory， secondly to create opportunities for practice， oral communication is the embodiment of the English language teaching tool， it is the ultimate goal of language learning. Language learning has two main goals：one is to use language to inherit culture， and the other is to meet the needs of international communication. It is suggested that high school students can use their social circle and some English language communication activities based on English language communication to improve the language communication level of high school students. 2.4 To activate English language learning potential via language culture comparison
Traditional English language teaching due to the exam-oriented education is given priority to， great attention to students’ problem solving skills and language knowledge accumulation， while ignoring the Chinese and western culture and the comparison of grammatical structures， and the lack of adequate social practice exercise， the trend of the education for a long time for high school students oral communication ability and the language to express the internal potential cannot be fully displayed. Through the intermediary language cohesion， use of writing， reading， listening， simple translation methods such as target language awareness， stepping up fully clarify the English language in structure， lexical connotation， similarities and differences of syntactic characteristics， etc.
III. Conclusions
In this paper， it is found that it is very important to activate high school students’ English language learning potential. Potential contains the content of the comprehensive， here in the first place in the English language learning potential performance is：the English language learning initiative， once the potential is activated， the students’ learning status from wants me to learn to want me to learn， because students are already feeling the English language learning， is to learn with passion. In a word， never ignore students’ learning potential.
References：
[1]有本等.School Improvement and the Implementation of Autonomous Learning Strategies in a High School Context：A Preliminary Consideration Based on Qualitative Evi...東北大學大学院教育学研究科研究年報》. 2015，63：223-244.
[2]CHEN Li-ping.Reflection on the Construction of Autonomous Learning Mode in High School Politics Class.《Education Teaching Forum》，2017.
[3]MS Boekstein.Language learners as cultural tourists： Development potential of the English language learning tourism market in South Africa.[J]ajol.info.2017（01）.
【Key words】High school； language potential； analysis of practical strategies
I. The pertinent thinking over the measures in the perspective of teachers
1.1 Stimulate students’ motivation and cultivate their interest in learning
To motivate students’ motivation and cultivate their interest learning motivation is the driving force to promote English learning. On one hand， learning motivation determines the direction and process of learning， and on the other hand influences the learning effect. Some experts point out that learning behavior is achievement behavior， and learning motivation is achievement motivation.
1.2 Develop the training of learning strategy
Independent learning requires teachers to carry out learning strategy training. “Learning strategy refers to the various actions and steps that students take to effectively learn and develop，” says the standard of English curriculum for ordinary senior middle schools. It divides learning strategies into cognitive strategies， regulatory strategies， communication strategies and resource strategies.
In English learning， various cognitive strategies such as reading， skimming， guessing meaning， reasoning， etc.， require teachers to train students in their normal teaching.Regulation strategy refers to the students’ strategy of planning， implementing， reflecting， evaluating and adjusting the learning.
1.3 To cultivate good habits of study and discussion on the scientific learning method
To train the ability of high school students’ autonomous learning will actively exert students’ subjective initiative， let them gradually get rid of the dependence on teachers. For the vast majority of high school students， their independent learning activities are under the guidance of teachers， from the formation of good learning habits， to discuss the scientific method of learning to begin. From the beginning of the first year， students should develop good English learning habits. The language ability of high school students is closely related to their learning autonomy. We need to let students learn to manage themselves and be proactive in their autonomy. II. In the perspective of students themselves
Students’ English language learning potential is key to the development of their language performance and gradually that of competence. In the previous chapter， the paper has demonstrated some good strategies for activating the English language learning potential. Next， the paper will introduce some practical and efficient ways to achieving that in the perspective of students themselves.
2.1 Good implement of language learning strategies
High school students is different from the junior middle school students in English learning have a certain language basis， learning content also had the very big promotion， o ‘clock， for example， students’ learning content generally includes vocabulary， reading of the text， true language point memorization and comprehensive application of knowledge is mainly manifested in the implementation of the students’ homework， preparation before class， after class to consolidate and improve， there are some autonomy learning， participation in social practice English， for example， independent reading， etc.
The autonomy here is that students will be able to take effective new courses， problem sets， and expand reading.
2.2 To read the extensive professional English material based on interests and hobbies
According to the principle of krashen’s language input， language learners are similar in their language learning ability on the basis of the input is slightly higher than their language cognitive level of the material， will have promoting effects on language learners’ language learning， activate the potential of their language learning， for the subsequent new breakthroughs in the possibility of development. This is the famous I 1 input principle. What needs to be explained is that English reading must be maintained for a long time， preferably with a certain reading plan. Stepwise， periodic reading.
2.3 Fully participated in English practice activities to accumulate practical experience in language communication
Other English language learning and language learning need to enrich theory， secondly to create opportunities for practice， oral communication is the embodiment of the English language teaching tool， it is the ultimate goal of language learning. Language learning has two main goals：one is to use language to inherit culture， and the other is to meet the needs of international communication. It is suggested that high school students can use their social circle and some English language communication activities based on English language communication to improve the language communication level of high school students. 2.4 To activate English language learning potential via language culture comparison
Traditional English language teaching due to the exam-oriented education is given priority to， great attention to students’ problem solving skills and language knowledge accumulation， while ignoring the Chinese and western culture and the comparison of grammatical structures， and the lack of adequate social practice exercise， the trend of the education for a long time for high school students oral communication ability and the language to express the internal potential cannot be fully displayed. Through the intermediary language cohesion， use of writing， reading， listening， simple translation methods such as target language awareness， stepping up fully clarify the English language in structure， lexical connotation， similarities and differences of syntactic characteristics， etc.
III. Conclusions
In this paper， it is found that it is very important to activate high school students’ English language learning potential. Potential contains the content of the comprehensive， here in the first place in the English language learning potential performance is：the English language learning initiative， once the potential is activated， the students’ learning status from wants me to learn to want me to learn， because students are already feeling the English language learning， is to learn with passion. In a word， never ignore students’ learning potential.
References：
[1]有本等.School Improvement and the Implementation of Autonomous Learning Strategies in a High School Context：A Preliminary Consideration Based on Qualitative Evi...東北大學大学院教育学研究科研究年報》. 2015，63：223-244.
[2]CHEN Li-ping.Reflection on the Construction of Autonomous Learning Mode in High School Politics Class.《Education Teaching Forum》，2017.
[3]MS Boekstein.Language learners as cultural tourists： Development potential of the English language learning tourism market in South Africa.[J]ajol.info.2017（01）.