在英语教学中激发大学生的学习动机学位论文.docx

在英语教学中激发大学生的学习动机学位论文.docx

《在英语教学中激发大学生的学习动机学位论文.docx》由会员分享，可在线阅读，更多相关《在英语教学中激发大学生的学习动机学位论文.docx（10页珍藏版）》请在冰豆网上搜索。

在英语教学中激发大学生的学习动机学位论文

2.LiteratureReview

2.1Motivationalstudiesfromabroad

Therearealargenumberofresearchesonwhethermotivationaffectsforeignlanguagelearning.Amongtheresearchers,Gardner＆Lambert（1972）identifiedthatmotivationisofgreatimportancetosuccessfullanguageacquisition.Accordingtothem,effort，desiretolearn，andsatisfactionwiththetaskarethethreemainelementsessentialtoidentifythedegreeofmotivationinlanguagelearning.DÖrnyei（1994）putitfurtherwiththecognitivefactorsofthelearningmotivationandhealsodidtheexperimentwhichwasbasedonastateofforeignlanguageteachingclassroom.HeputforwardthoseL2learnersatthefollowingthreelevels:

thelanguage,learner,andthelearningsituation.Apartfromthese,thereareotherresearchesshowingtherelationshipsbetweenmotivationandotherpossibleconsiderationssuchasattitudes,learninghabits,anxiety,andteachers.Forinstances,Matthew,P.（1997）triedtofindouttheeffectsofauthenticlanguagematerialsonmotivation.Heturnedtoclassroomobservation,andthenhegotthatauthenticlanguagematerialscanpromotemotivationthroughhisresearch.

2.2Domesticstudiesaboutmotivation

Chinabeganitsstudyoflanguagelearningmotivationinthe1980s,atthattime,thetermmotivationcouldonlybefoundinchaptersorsectionsinsomemonographsaboutpsychologyoflearning（Gui,1985,1991）.SomeacademicjournalsinthefieldofforeignlanguageteachinginChinarevealedthatonlyoneauthor（Zheng,1987）usedthewordmotivationinthetitleofhisresearchpaper.Until1990s,manymoreresearchesbegantoconcernwithmotivationasmoreandmorepeoplehadrealizedglobalizationandtherewasapopularityofforeignlanguagelearningamongChinesepeople.

TheearliestexperimentalresearchwasdonebyGuiShichun（1986）whocenteredonlearningmotivation,learningenvironments,attitudestowardlearningsituationsandlearningstyles．Theresultidentifiedthatlearningenvironmentsandattitudes（especiallywhohavestronginstrumentalmotivation）affectmostuponstudents’learningmotivation.

IntheinvestigationofZhouYan（1992）,heconcludedthatmotivationiscorrelatedwithlearningachievement.HaoMeiandHaoRuoping（2001）reportedthatstudents’achievementmotivationispositivelyrelatedtotheirfinalscores，butnegativelyrelatedtotheirstateanxiety．

InstudyofindividualdifferencesonmotivationconductedbyWuYi’anandLiuRunqing（1993）,theyfoundthatChineselearners’Englishlearningmotivationwere,moreoftenthannot,instrumental．Accordingtotheirstudy,gettingacertificateisthemajormotivationofChineselearnerswhichisdifferentfromthemotivationtypeofstudentsinothercountries.

WenQiufang（1995，2001）,whoanalyzedtherelationshipbetweenmotivationandlearningstrategies,classifiedmotivationintotwocategories:

superficialanddeepmotivations.Theyalsofoundthatmotivationiscorrelatedwithlanguagelearningbeliefsandstrategies.Apartfromthisclassification,GaoYihongeta1.（2003），summedupthatthereareseventypesofmotivationamongstudentswhichareinterest,achievement,learningcontext,goingabroad,socialresponsibility,personaldevelopmentandinformationmedia.

Toconclude,ChineseresearchersadoptthetheoriesofthestudyofmotivationonL2learningfromoverseasanddevelopitsowntheoriesbasedontherealsituationinlandthroughinvestigation,realclassroomcontextandsoon.Factors,suchaslearningenvironment,interest,teacher,passingexams,socialresponsibility,peers,affectstudents’learningmotivation.TheabovetheoriesnotonlyenrichthemotivationtheoriesofL2learning,butalsohelpustoknowwhatproblemsarestillexist,howwecanimprovestudents’Englishlearning.

3.Motivation

3.1Definitionofmotivation

Motivationiscommonlythoughtofastheinnerdrive,impulse,emotionordesirethatmovesonetoparticularaction（Brown,1981:

121）.AsstatedbyHarmer,J.（1983）thatmotivationissomekindofinnerdrivethatencouragesomebodytopursuitacourseofaction.

Gardner’sdefinitionofmotivation,whichisbasedonsocialpsychology,islargelyacceptedandfrequentlyquoted.AsonsocialnatureofL2learning,hedefinesmotivationtolearnaL2astheextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity（Gardner,1985:

1）.AndwhenmotivationisappliedinEnglishlearning,motivationcanbeadecisivefactorforlearnerstosucceedinlearningEnglish.Thereisalargebodyofresearchdocumentinghowknowledgeandexperiencearedynamicallyrelatedtomotivation（Graham＆Golan,1991）.

WhenmotivationisappliedinEnglishlearning,itisnotonlyanintensivedesireforlearningandacquiringknowledge,butalsoaninnerpowertopushstudentsforwardwithenthusiasmandwillingness.StudentswhoaremotivatedstronglyarelikelytotakeacorrectandpositiveattitudetowardsstudyandwillthusworkhardinlearningEnglish.Consequentlythestudentscangetbettergradethanthosewhohaven’tbeenmotivatedorthosewhodon’thaveanyinterestinlearningEnglish.

Fromthedefinitionandtheoryabove,wecanseethatmotivationisaprocessrelatedtothementalstate.Itisassociatedwithvariousdecision-making,intentions,determinations,personalimpulseandsoon.FromhowGardnerdefinesmotivationinlanguagelearning,wecouldseethatmotivationisanimportantfactorinlanguagelearningsinceonceone’slearningmotivationisaroused,he/shewillprobablytryeverywaytoworkhardunlesshe/shereachesthegoal.Soitisessentialforustounderstandmotivationinadeepstate,especiallywhenitisusedinEnglishlearning.

3.2Typesofmotivation

3.2.1Integrativemotivationandinstrumentalmotivation

RobertGardnerandWallaceLambert（1972）,whoseaimwasstudyinghowattitudeandmotivationaffectlanguagelearning,haddonealargenumberofinvestigationsandresearcheswithforeignlanguagelearnersinCanada,somepartsoftheUnitedStates，andthePhilippinesforovertwelveyears.Basedontheirresearchfindings,theygroupedmotivationastwobasickinds:

Integrativemotivationandinstrumentalmotivation.

i）Integrativemotivation

Integrativemotivationappearswhenlearnerswishtointegratethemselveswithinthecultureofasecondlanguagegroup，toidentifythemselveswithandbecomeapartofthesociety（GardnerandLambert,1972）.Whenoneshowshisrealinterestinthepeopleandthecultureofoneparticularcommunity（especiallywheretheyneedtospeakaforeignlanguage）,hewillbemotivatedbytheneedsthatacquiringthesecondlanguagewillenablehimtomeetwithandtalktothetargetlanguagespeakers.

ii）Instrumentalmotivation

Instrumentalmotivationreferstothemotivationtoacquirealanguageasmeansforattaininginstrumentalgoals：

furtheringacareer,readingtechnicalmaterial，translation，andsoforth（GardnerandLambert,1972）.Comparedwithintegrativemotivation,instrumentalmotivationfocusesmoreonthepracticalvalueandadvantagesoflearninganewlanguageinthatainstrumentalmotivatedpersonoftenshowsarelativelylimitedinterestinthepeopleandthecultureofthetargetlanguagecommunity.Inthiscase,onelearnsthelanguagemainlybecausehe/sheneedsitforoneormorecertainpurposes.

However,thisclassificationofintegrativeandinstrumentalmotivationisnotsuitabletobeappliedhere.AsBrajKachru（1977-1992）notedthatinthedevelopingcountrieswhereEnglishhasbecomeaninternationallanguage，peoplelearnEnglishwellforinstrumentalreasonsalone．Sothiskindofclassificationcannotillustratehowwelloneismotivated,becausenomatteroneismotivatedbytheintegrativeorinstrumentalfactororboth,thedegreeofhowwelloneismotivatedisstillunknown.However,ifwewanttomotivatestudentseffectively,weneedtoknowhowwellstudentsaremotivatedandwhichkindofmotivationcanhelptheminEnglishlearning.

3.2.2Extrinsicmotivationandintrinsicmotivation

i）Extrinsicmotivation

Extrinsicmotivationregardstoouterfactors,suchasprizes,appraisals,complimentsorfeedbacks.Inaword,asLatham（1998）statedextrinsicmotivationisrelatedto"Tangiblebenefits".Itexistswhenindividualsaremotivatedbyanoutcomethatisexternalorfunctionallyunrelatedtotheactivityinwhichtheyareengaged（Spaulding,1992:

4）.Forexample,astudentwhoismotivatedbyparents’complimentwillworkhardtogethighscores;hiseffortsaremadeforextrinsicreasonaloneinsteadofgainingtheknowledgeitselforhavingarealinterestoflearning.

ii）Intrinsicmotivation

Onthecontrary,intrinsicmotivationisaresponsetoneedsthatexistswithinthelearner,suchascuriosity,theneedtoknow,andfeelingsofcompetenceorgrowth（Eggen&Kauchak,1994:

428）.Itisalsocalleddirectsatisfactionforitreferstolearnerswhogetsatisfactionderivedfromlearning.Itexistswhensomeoneworksbecauseofaninnerdesiretoaccomplishatasksuccessfully,whetherithassomeexternalvalueornot（Spaulding,1992:

4）.Acaseinpointisthatastudentmakeseveryefforttolearntheknowledgebecauseheisinwardlyinterestedatthatsubjectandwantstoknowmoreaboutit.Hiswillingforlearningthatsubjectwellgrowsandcausesintrinsicmotivation.Hispurposeoflearningisfortheenjoymentofthelearningprocessratherthanforpraisesorrewards.

Inconclusion,wecanseethatbothextrinsicandintrinsicmotivationbooststudy,theyarebothimportantandcomplementarytoeachother.Theoutwardpraisesandrewardsencouragestudentstostudymoreactivelywhiletheinwardinterestmakeson