論學(xué)習(xí)動機對英語學(xué)習(xí)的影響

1、論學(xué)習(xí)動機對英語學(xué)習(xí)的影響1. IntroductionEnglishlearningisacomplexprocesswhichisrelevanttomanyfactorssuchaslinguistics，psychology，sociologyetc.TherearemanyfactorsthatwillaffecttheprocessofSecondLanguageAcquisition.Asateacher，Iknowthebenefitsofbeingabletoreadwell，towriteclearly，tosolveproblemsproperlyandtocommuni

2、cateeffectivelyinEnglish.Recently，followingthedevelopmentofpsychologicallinguistics，theformofEnglishteachinghaschangedfrom“teacher-centered”to“student-centered”.Howtofacilitatethemotivationofstudentstolearnhasbecomemoreandmoreimportant.Thereisnodoubtthatmotivationisoneofthemostimportantfactorsinthef

3、ieldofSecondLanguageAcquisitionaswellasinourlives.Generallyspeaking，alearnerwhohasapropermotivationmaybecalledawillinglearner.Awillinglearnerisself-motivated；thriveonchallengeandchange，andtakeresponsibilityforhislearninganddevelopment.Themorehewantstolearn，theeasierandmoresustainableitlearningbecome

4、sandthegreaterhiscontributionnowandinthefuture.Motivation，asoneoftheimportantlearningfactors，hasgainedresearchersattention.StudiesindicatethatmotivationhasapositiveeffectonlearningEnglish.So，whatisthedefinitionofmotivation？Howmanytypesofmotivationarethere？Whichtypeofmotivationplaysamoreimportantrole

5、inlearningEnglish？Whatarethefactorsthataffectmotivation？2. LiteratureReview2.1 DefinitionofmotivationMotivationexplainswhypeopledecidetodosomething，howhardtheyaregoingtopursueitandhowlongtheyarewillingtosustaintheactivity.Allmotivationtheoriesinthepasthavebeenformedtoanswerthesequestionsbut，quitefra

6、nkly，noneofthemhavesucceededfully.Indeed，differentscholarsofpsychologyofferdifferentexplanationsofmotivation.Inthefirsthalfofthetwentiethcentury，thedominantviewsconsideredmotivationasbeingdeterminedbybasichumaninstinctsanddrives.Themiddleofthetwentiethcenturywasdominatedbyconditioningtheoriesrelated

7、tobehavioristspsychology，withagreatdealofresearchfocusingonhowstimuliandresponsesinterplayinforminghabits.Thecurrentspiritinmotivationalpsychologyischaracterizedbyanothertheoreticalorientation，thecognitiveapproach，whichfocusedonhowtheindividualsconsciousattitudes，thoughts，beliefsandinterpretationofe

8、ventsinfluencetheirbehaviors，thatis，howmentalprocessesaretransformedintoaction.Inwesterncountries，somelinguistsdefinemotivationquitecomplete.Motivationisaninternalstateorcondition(sometimesdescribedasaneed，desire，orwant)thatservestoactivateorenergizebehaviorandgiveitdirection.(KeinginnaandKleinginna

9、，1981)Gardner(afamoussocialpsychologistcomesfromCanada)definedmotivationinhissocial-psychologicalmodelasthecombinationofeffortplusdesiretoachievethegoaloflearningthelanguageplusfavorableattitudetowardlearningthelanguage.Therearesomedefinitionsofmotivationbelowwhichweregleanedfromavarietyofpsychology

10、textbooks.?Internalstateorconditionthatactivatesbehaviorandgivesitdirection；?Desireorwantthatenergizesanddirectsgoal-orientedbehavior；?Influenceofneedsanddesiresontheintensityanddirectionofbehavior；?Thearousal，direction，andpersistenceofbehavior.(Franken1994)JoeKellypresentsasimplemodelthatillustrate

11、stheprocessofmotivation：NeedsdrivesbehaviorgoalsreductionorreleaseoftensionKellysmodelofmotivationpresentsasortofchicken-eggdilemma.Whichcomesfirst，thegoalortheneed？Whenwetalkaboutbehaviorbeinggoal-oriented，wemeanthatindividualsfeelaneed，want，desireordrivetodosomethingthatleadstotheachievementofagoa

12、l.Someexpertsdefineagoalasthatoutcomewhichsomeonestrivestoattaininordertosatisfycertainneeds.Thegoalistheendresult，theneedthedrivingforcethatspursustowardsthatresult.Astudentmighthaveagoaltoget100inacourse，butthisgoalmayreflectanumberofdifferentneeds.Heorshemayfeelaneedtoconfirmhisorhercompetence；hi

13、s/herfriendsmayallbegetting100orhim/herwanttokeepascholarship.AsAbrahamMaslowsays，“Ifweareinterestedinwhatactuallymotivatesusandnotwhathasorwill，ormightmotivateus，thenasatisfiedneedisnotamotivator.The word unsatisfiedismostimportant.Justlikethestudentwhowantstoget100.Becausehe/sheisnotsatisfiedhis/h

14、erpresentscore，he/shewantstogetahigherscore.Thatishis/hermotivation.Everyindividualhasanumberofneedswhichvieforsatisfaction.Howdowechoosebetweenthesecompetingforces？Dowetrytosatisfythemall/muchlikeasmallchildinacandystore，facedwiththedilemmaofwhichtoeat，weareforcedtodecidewhatwewantthemost；thatis；we

15、satisfythestrongestneedfirst.Althoughthereisgeneralagreementamongpsychologistthatmanexperiencesavarietyofneeds，thereisconsiderabledisagreementthatwhichismoreimportant.Therehavebeenanumberofattemptstopresentmodelsofmotivationwhichlistaspecificnumberofmotivatingneeds，withtheimplicationthattheselistsar

16、eallinclusiveandrepresentthetotalpictureofneeds.Unfortunately，eachofthesemodelshasweaknessesandgaps.AsRobertJ.Mckainsays，“Thereisnoachievementwithoutgoals.”Wemaysay“Thereisnoachievementwithout motivation.Motivationisquiteimportant.Mostmotivationtheoristsassumethatmotivationisinvolvedintheperformance

17、ofalllearnedresponses；thatis，alearnedbehaviorwillnotoccurunlessitisenergized.Themajorquestionamongpsychologist，ingeneral，iswhethermotivationisaprimaryorsecondaryinfluenceonbehavior.Thatstillneedpsychologisttomakeafurtherresearch.2.2 TypesofmotivationIngeneral，motivationcanbeconsideredaseitherintrins

18、ic(behavioral，needs)orextrinsic(cognitiveandhumanistic，reinforcement).Intrinsicmotivationisthemostfundamentalmotivation.Intrinsicmotivationisgenerallypossessedbypeoplehavingpersonalinterest(s)indoingsomethingandhelpingtosettheirgoals.Peopleareintrinsicallymotivatednotbecauseaccomplishingtheactivityt

19、heydobringsareward，butbecausedoingtheactivityitselfisareward.MarkLeppernotesthatastudentwithintrinsicmotivationparticipatesinhis/herlearningforitsownsake，fortheenjoymentitprovides，thelearningitpermits，orthefeelingsofaccomplishmentitevokes.Extrinsicmotivation，ontheotherhand，derivesfromananticipationo

20、frewardssuchaspraise，awards，prizes，andevaluation，andfearforpunishment.Anextrinsicallymotivatedstudentdotheactivityinordertoobtainsomerewardoravoidsomepunishmentexternaltotheactivityitself，andthiskindofmotivationreferstolearningsituationswherethereasonfordoingataskissomethingotherthananinterestinthet

21、askitself.Comparingthesetwotypesofmotivationinaclassroom，itbecomesclearthatintrinsicmotivationproducesmorepotentialbenefitsthandoestheextrinsic.Intrinsicallymotivatedstudentstendtotryharderandthinkmoredeeply.Itisalsofoundbyresearchersthattheytendtoprefermoredifficulttaskswhenotherstendtochooseeasier

22、tasks.Ontheotherhand，motivationalsocanbeconsideredmotivationaseitherintegrativemotivationorinstrumentalmotivation.Integrativemotivationisbasicallyamotivationtobeamemberofatargetsocietyinaforeigncountrybutitalsoincludesamotivationcomingfromjustaninterestorafavorablefeelingtoatargetcultureorpeople.McD

23、onoughnotedthattherearetwotypesofintegrativemotivation；assimilativemotivation，strongmotivationtobelongtothetargetgroup，andaffiliateweakmotivationandadesireforwidersocialcontactwithtargetlanguagespeakers.Learnerswhoareintegrativemotivatedseemstohaveastrongintrinsicmotivationtolearnalanguage.Famousres

24、earchcarriedoutinthesecondhalfofthetwentiethcenturybyGardnerandLambertwhodescribedinstrumentalmotivationasamotivationtoacquiresomeadvantagesbylearningasecondlanguagesuggestedthatwhofeltmostwarmlyaboutalanguageandwhowantedtointegrateintothecultureofitsspeakersweremorehighlymotivatedandlearntmoresucce

25、ssfullythanthosewhowereonlylearninglanguageasameanstogetabetterjob.Inotherwords，integrativemotivationwasmorepowerfulthaninstrumentalmotivation.Alearnerwithinstrumentalmotivationregardslanguageasaninstrumenttogetareward.Butwhateverkindofmotivationstudentshave，itisclearthathighlymotivatedstudentsdobet

26、terthanoneswithoutmotivationatall.2.3TherelationshipbetweenmotivationandlearningEnglishSomeonesays，motivationistheconceptthatastudentisabletokeepinterestedin，andcontinuetolearnmoreabout，alearnobjectofgoal.Sayinginotherway，motivationisatooltoachieveagoal.MotivationtolearnEnglishisinfluencedbygrouprel

27、atedandcontextrelatedattitudes.IfsomeonewanttolearnEnglishwell，hehastochangehislifealittle，suchas：docrazythingsliketalkingtoyourselfinEnglishorspendingyoureveningreadingadictionary.Inordertodothesethingsregularly，hehastoenjoydoingthem.Ifheislikemostlearnersanddoesntfeellikedoingthesethings，hewillhav

28、etoworkonhismotivation，andimprovehismotivationforlearningEnglish.Studentsaremostconcernedwithmotivationforlearning.InoneoftheearlieststudiesofwhywellmotivatedstudentswanttolearnEnglish，mostsaidtheydosotoacquirethenecessaryknowledgeandskillforcommunicatingwithtargetgroup.Whiletoday，anothercommonreaso

29、nmaybetogetahighpaymentjobinaforeigncompany.Wantingtosucceedincareermotivatesthemtolearn.Nomatterthemotivator，ifstudentscanlearnmoreofwhattheywantandlessofwhattheydont，learningEnglishbecomesmoreappealing.So，students，ifyouwanttolearnEnglishwell，aclearmotivationisquitenecessary.However，teachersarenotu

30、ltimatelyresponsiblefortheirstudentsmotivation.Theycanonlyencouragebywordanddeed.Realmotivationcomesfromeachindividual.3. Discussion3.1 SocialcontextsAsweallknowthatteenagersareeasilyaffectedbyothers.Forexample，ifthepeersofastudenthaveanegativeattitudetowardslearning，astudentmaynotbehighlymotivated.

31、Butifthestudentisinaschoolsituationwherehis/herpeershavingapositiveattitudetolearningactivities，thestudentwillbemorehighlymotivated.Ifthestudentisinahouseholdwherefamilymembershaveapositiveattitudetoschoollearningactivities，suchashomework，thestudentwillbemotivatedtodotheirhomework.Ifastudentisinafam

32、ilysituationinwhichgoodgradesarenotpraisedandrewarded，astudentwillprobablybelessmotivatedthanastudentinafamilywheregoodgradesarepraisedandrewarded.Fromtheexample，wecanseethatmotivationiseasilyaffectedbysocialcontext.So，itsimportanttocultivateanencouragingconditionforstudentstolearnEnglish.3.2Relatio

33、nshipsbetweentheteacherandthestudentsBesidessocialcontext，thereisstillsomefactorsaffectedstudentslearningmotivation.IstillrememberwhenIwasajuniorstudent，mylearningmotivationusuallyinfluencedbytherelationshipoftheteachers.IlikedthesubjectbecauseIlikedtheteacher.Now，Iwonder，atpresent，dothestudentsstil

34、lhavesuchtrend？Agoodrelationshipmayhelpstudentstoaccepttheteacher.Butinreality，somestudentsrelationshipofteachersisnotsogood.Someresearchesindicated：somestudentsdonottrusttheirteacher.“Buildingtrustinaclassroomisaslowprocessandresultsfrommanysmallincidentsinwhichtheteacherhasrespondedhonestlyanddepe

35、ndably.”(JamesRaffini.1993).Developingapersonalrelationshipwiththestudentsandachievingtheirrespectiseasiersaidthandone.Itisagradualprocessbuiltonafoundationwhosecomponentsincludetheteachersacceptanceofthestudentsandabilitytolistenandpayattentiontothem.Broadlyspeaking，ifyoushowcommitmenttowardsthestu

36、dentslearningprogress，thereisaverygoodchancethattheywilldothesamething.Itisimportantthateverybodyintheclassroomshouldbeawarethatyoucare；thatyouarenottherejustforthesalary；thatitisimportantforyouthatyourstudentssucceed；thatyouarereadytoworkjustashardasthestudentstowardsthissuccess.Agoodrelationshipbe

37、tweenteacherandstudentsneedseffortsfrombothparts.Ibelieveagoodrelationshipwouldbenefitteachersandstudents.3.3SomeadviceofstimulatingandmaintainstudentslearningmotivationMotivationisratherimportantforlearningEnglish.Someresearchershavefoundthatstudentslearnbestwhenmotivated.Wellmotivatedstudentsappro

38、achlearningtaskswithconfidence，knowingthattheyhavethenecessaryknowledgeandskilltocompletethemorcanadoptapositiveapproachtoaskforhelporguidance.Oftenstudentsaremotivatedforavarietyofreasons，butineverycasethemotivationleadstolearning.Thenhowtostimulate，arouseandmaintainstudentsmotivation？1) Thereareso

39、meadvicesbelowfortheteachers.a)Suggeststudentstosetclassgoalswhichacceptedbythewholeclass.Theteachermayadvisethestudentstonegotiatetheirindividualgoalsandoutlineacommonpurpose，anddisplaythefinaloutcomeinpublic，andthenhelpstudentstomakeparticularactivitiestoattainthem.teachingmaterialsrelevantforthes

40、tudents.Asateacher，findoutwhatyourstandwhattopicstheywanttolearnaboutb) Make theudents goal areand then buildtheseintoyourcurriculumasmuchaspossible.Ithink，yourteachingwouldbesuccessful.Inmyopinion，ifthesubjectsarerelevanttotheeverydayexperiencesandbackgroundsofthestudents，theywouldmoreeasilyacceptt

41、hem.c)Promotecooperationamongthestudents.Encouragecooperationbetweenstudentshasalreadybeenmentionedbymanyresearchers.Ifstudentsareallowedtocooperatewitheachothertowardsacertaingoal，theirexpectancyofsuccessislikelytobehigherthaniftheyaretoworkindividually.Becausetheyknowthattheycanalsocountontheirpee

42、rs.Theycanhelpeachothertosucceed.2) Besidessomeadviceforteacher，thereisalsosomeadviceforthestudents.a) Imagingyourcantalktonativespeakersjustlikeyoutalkinyourfirstlanguage.Imaginingthepossibilityofwritinge-mailtopeoplefrom all over the worldIthink，youmaywanttolearnEnglishwell.IfyourEnglishisgoodenough，youcanunderstandEnglish-languageTV，talktonativespeakerseasily，readbooksinEnglish，writeEnglishletterswithoutmistake，etc.b) TrytouseEnglishwheneveryoucan.Thisisveryimportant.BecauseEnglishissopopular，youcanuseiteverywhere.YoucanuseGoggletofin