英语专业论文On Stimulating EnglishLearning Motivation of Junior.docx

英语专业论文On Stimulating EnglishLearning Motivation of Junior.docx

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英语专业论文OnStimulatingEnglishLearningMotivationofJunior

OnStimulatingEnglish-LearningMotivationofJunior

HighSchoolStudentsinRuralAreas

1.Introduction-1-

2.Theoreticalfoundations-3-

2.1Classificationsoflearningmotivation-3-

2.1.1Intrinsicmotivationandextrinsicmotivation-3-

2.1.2Integrativemotivationandinstrumentalmotivation-4-

2.2Effectsofmotivationonlearning-6-

3.Researchdesign-6-

3.1Object-6-

3.2Respondents-7-

3.3Means-7-

3.4Procedures-7-

4.Analysisofthesurvey-8-

4.1Findingsfromthequestionnaire-8-

4.2Discussionsofthefindings-12-

5.Suggestionsonstimulatingstudents’motivation-13-

5.1Cultivatingintrinsicmotivationinstudents-13-

5.1.1Arousingstudents’interestinEnglishlearning-13-

5.1.2Helpingstudentstosetgoals-14-

5.1.3Developingstudents’self-confidence-15-

5.1.4Evaluatingstudents’ownsuccessandfailureproperly-15-

5.1.5Buildingupanappropriateteacher-studentrelationship-16-

5.2Stimulatingextrinsicmotivation-17-

5.2.1Overcomingdisadvantagesofteachingconditions-17-

5.2.2AchievementinEnglishlearning-18-

5.2.3Competitionandexam-19-

5.2.4Creatingagoodclassroomenvironment-19-

6.Conclusion-20-

References-22-

1.Introduction

Intheprocessofforeignlanguagelearning,motivationhasbeenconsideredtobeoneofthemainfactorsindetermininglearningoutcomes.SecondlanguagelearningmotivationresearchwasstartedbyGardnerandLambert（1972）inCanada.Gardner（1985:

203）definesmotivationtolearnanL2as“theextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity.”Motivationiscommonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.Inmoretechnicalterms,motivationrefersto“thechoicespeoplemakeastowhatexperiencesorgoalstheywillapproachoravoidandthedegreeofeffecttheywillexertinthatrespect”（SeeH.D.Brown,2002:

152）.

ThemostextremestatementabouttheimportanceofmotivationinlanguagelearningisprobablySkehan’snotedstatement“givenmotivation,anyonecanlearnalanguage”（1989:

49）.Thisstatementsuggeststhatamotivatedlearnercanovercomeanyunfavorableconditioninlanguagelearning.

Motivationisanimportantpartofaffectiveattitudeinlearningprocess.TheNewNationalStandardofEnglishCurriculumalsopointsoutthataffectiveattitudesareimportantfactorswhichinfluencestudents’learninganddevelopment.

Therefore,inlanguageteaching,teachersshouldpaymoreattentiontostudents’motivation.ButwhentheauthorworkedasaninternteacheratLanshanJuniorHighSchool,shefoundthatmoststudentsareoflowmotivationofEnglishlearning.What’smore,thepresentsituationofEnglishlearningofthestudentsinruralareasisveryworrying.ThepassrateoftheEnglishTestsforSeniorSchoolEntrancequotedfromthisschoolin2005-2007showsthatthoughthepassrateofEnglishwasincreasingyearbyyear,itstillfarfromtheloweststandardofEnglishthatQualityEducationrequires.So,itisnecessarythatsomeresearchesonvariablesthatinfluenceEnglishlearningmotivationofruraljuniorhighschoolstudentsshouldbedonetoexplorewaystostimulatetheirmotivation.

Graph1-1TheEnglishpassrateoftheEnglishTestsforSeniorSchoolEntrancequotedin2005-2007

2.Theoreticalfoundations

2.1Classificationsoflearningmotivation

2.1.1Intrinsicmotivationandextrinsicmotivation

Keller（1984:

89）definesintrinsicmotivationas“anintrinsicallymotivatedactivityforwhichthereisnoapparentrewardexcepttheactivityitself”.Peopleseemtoengageintheactivitiesfortheirownsakeandnotbecausetheyleadtoanextrinsicreward.Thatis,intrinsicmotivationexistswhenoneworksbecauseofaninnerdesiretoaccomplishatasksuccessfully.

“Extrinsicmotivationisamotivationtoengageinanactivityasameanstoanend.Individualswhoareextrinsicallymotivatedworkontasksbecausetheybelievethatparticipationwillresultindesirableoutcomessuchasareward,teachers’praise,oravoidanceofpunishment”（Pintrich&Schunk,1996:

124）.Extrinsicallymotivatedbehaviors,ontheotherhand,arecarriedoutinanticipationofarewardfromoutside.Itfocusesonsomethingexternaltothelearningactivities.

Bothintrinsicandextrinsicmotivationshaveinfluenceonmotivatedstudents.

Intrinsic

Extrinsic

preferenceforchallenge

preferenceforeasywork

curiosity/interest

pleasingteacher/gettinggrades

independentmastery

dependenceonteacherinfiguringoutproblems

independentjudgment

relianceonteacher’sjudgmentaboutwhattodo

internalcriteriaforsuccess

externalcriteriaforsuccess

Table2-1: