Motivation and English learning.docx

1、Motivation and English learning 本科毕业论文Motivation and English Learning学院外国语学院专业英语（教育）年级2005级学号谷月姓名222005384051134指导教师徐红 彭奕奕成绩二九年五月OutlineThesis：Motivation is critical in language learning according to psychology and ways to motivate students are more important to English learning.I. IntroductionAmong

2、 the factors that influence English learning, motivation makes up 33 per cent.II. MotivationA. Maslows Theory in motivationB. Classification of motivationC. Personal factors in motivation III. Importance of motivation in English learningA. motivation determines study direction B. motivation determin

3、es study processC. motivation influences the study effectIV. suggestions to motivate students in English learningA. Using various and interesting activitiesB Involving new and effective techniquesC. High expectation and using rewards appropriatelyD. Create a relaxed and positive learning climate E.

4、Cooperative activitiesF. Providing opportunities for students to experience successV. ConclusionAbstractMotivation, one of the most fully researched areas of individual differences in second language acquisition, is a very important factor affecting English learning. It is also closely related to th

5、e success of language learning. A learners motivation will even determine the amount of time one spends in learning a language. Learning a foreign language is not a simple and easy job but sometimes it is boring and dull. Motivation is critical in English learning, thus, how to effectively motivate

6、students in English learning is an important problem. This paper expounds this importance and ways to motivate students. First, it shows the motivation and then explains intrinsic and extrinsic motivation and their relations, following with some personal factors that influence motivation and importa

7、nce of motivation in English learning. At last, according to the rationale, there are some suggestions to motivate students in english learning.Motivation and English Learning Human race is now entering a brand new era. The 21st century is a time of advanced scientific and technological knowledge, a

8、nd it is true that English plays an important role in the modernization of a country, providing a key to human education and development. According to English culture committees report, the population of studying English in the world probably approaches 1 billion, and 1.5 to 2 billion people use Eng

9、lish to contact with each oher every day. The report also estimates that, to 2050, most of people in the world can use English. Furthermore, English enjoys a wider application. Above 75% mails are written in English; 60% of radio programs are broadcast in English; 80% of major international prints a

10、re published in English; whats more, English is regarded as the first general used language in the important international conferences. It is obvious that it has extended its antennae into every corner of the globe. In brief, English is so important that it exerts a farreaching influence in the doma

11、in of politics, military, economy, science, technology, culture, trade, transportation, etc. China, as well, has entered a completely new stage in its history. With the development of the socialist market economy of China, the improvement of technology, the raising of international status, especiall

12、y along with the entry of WTO, China is in an urgent need of large quantities of special talents who are skilled in English, so as to enable our country to play a greater role in the international affairs. Therefore, learning English has become essential for the social and economic development in Ch

13、ina. Language learning is a very complicated process that is influenced by many factors. motivation, attitude, interests, age, methods, will and character are direct and important factors to English learning. Among them, motivation is the most important factor, in the authors piont of view. Because

14、the behavior of English learners is dominated by cognition, in other words, the learners have a desire in which drive them to persist in English learning. For example, two students sit next to each other in a class. They look alike and are similar in ability, but they act very differently. One jumps

15、 into assignments, participates eagerly in class, and gets good grades; the other hesitates on assignments, seldom joins in discussion, and barely gets by. Why? This situation is typical. How many times have people heard teachers say, “ She could.” In Jakobovitss research, he shows that the mainly i

16、nfluential factors to English learning are: motivation which takes up 33%, aptitude which takes up 33%, intelligent which takes up 20%, and others which take up 14%(qtd. in贾冠杰58). Therefore, teachers and parents are interested in motivation, which can drive students in English learning actively. Peo

17、ple are always motivated. They may not be motivated to do what we would prefer they do, but it can never be truly said they are unmotivated. In psychology, motivation is a force that energizes and directs behavior toward a goal (Paul Eggen & Don Kauchak 427). Just as a force moves an object, motivat

18、ion moves a person. More visualized, if individuals are machines, motivation is as the very engine that powers and directs individuals behavior. Motivation serve three important functions: energizing people (turning the key and starting the motivational engine) directing people (pointing people in a

19、 particular direction), and helping people to select the behavior most appropriate for achieving our goals (Don Hamachek 262). In a word, motivation is an inner state that arouses individuals desire for a goal and maintains their efforts in a certain direction and time.In language learning, motivati

20、on is not only an intensive desire for learning and acquiring knowledge of English, but also an inner cause that pushes students forward in English learning with enthusiasm and willingness. Generally, motivation is classified into intrisic motivation and extrinsic motivation. Intrinsic motivation is

21、 the type of inner drive that propels students forward and onward with continuous energy fueled by its own curiosity and interest. It exists when someone works because of an inner desire to accomplish a task successfully, whether it has some external value or not (Cheryl L. Spaulding 4). In other wo

22、rd, students are willing to learn the knowledge that is new and interesting in the purpose of fulfilling of their curiosity, the need to know and feeling of competence and growth that cause intrinsic motivation. Their purpose of learning is also the enjoyment of the learning process not for praise o

23、r rewards. Students with intrinsic motivation orientation study English on their own initiative and tend to prefer moderately challenging tasks. This has a great value and importance in learning, for the inward interest makes them self-starting and self-perpetuating and can keep the motivational mac

24、hinery going for a long time. In contrast, extrinsic motivation is as an outward force in the form of expectation, praise and rewards powers students in English learning. It exists when individuals are motivated by an outcome that is external or functionally unrelated to the activity in which they a

25、re engaged (Cheryl L. Spaulding 4). When students work hard to win their parents favor, gain teachers praise, or earn rewards such as pocket money, we can rightly conclude that their motivation is primarily extrinsic, their reason for work and study lie primarily outside themselves and the aim of le

26、arning is not for the knowledge itself but the outward rewards in order to gain self-esteem. And the outward praise and rewards encourage students to study more actively. Both intrinsic and extrinsic motivations are important, inseparable and complementary to each other in English learning. Intrinsi

27、c motivation is evident when people engage in an activity for its own sake, without some obvious external incentive present. However , in the real world not all of the students are automatically energized to perform this or that task, or to learn about this or that topic. Sometimes, a good grade, th

28、e threat of failing and praise move students from an inactive to an active state. The use of rewards as extrinsic motivators have sometimes been found to increase intrinsic motivation, especially when the rewards are contingent on the quality of the performance rather than simply on participation.It

29、 is clear that extrinsic motivators are sometimes necessary either to get students started in the first place, or to start them down a track that they might not know exists (Don Hamachek 267). However, overstressing the use of extrinsic motivation can stifle intrinsic motivation. Motivation through

30、rewards such as points, candies, compliments, money, test scores, or grades. These rewards are externally administered and may inhibit learning in the long run, although seeming to be effective in the short run. Researchers generally agree that intrinsic motivation is better for longterm learning.Mo

31、tivation can be explained as interactions among behavior, the environment, cognitions, and personal factors. And personal factors take a very important position in individual English learning. Therefore four personal factors: arousal, needs, beliefs, and goals will be discussed as follows.The first

32、personal factor that affects peoples motivation is arousal. Paul Eggen and Don Kauchak (438-439) explain that arousal is a physical and psychological reaction to the environment, including anxiety and curiosity motivation. Anxiety is arousal to the point of general uneasiness and tension and curiosity motivation is based on the idea that students derive pleasure from activities with an optimal (intermediate) level of surprise, discrepancy, or incongruityeach of which induces arousal. When a teacher hands out a test, the students are sitting nervously and curi