激发大学生英语学习动机的策略.doc
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1、The Strategies for Stimulating College Students Motivation in English LearningThe Strategies for Stimulating College Students Motivation in English LearningAbstractSince the 21st century, the era of knowledge economy, the focus of English education has been transferred from “teaching” to “learning”,
2、 and Englsih teachers are also paying more attention to role of the personality characteristics of students in the English learning. Motivation is an important and indispensable variable influencing college students academic achievement in English learning. Therefore, the college teachers should not
3、 only recognize the present situation of college students motivation in English learning, but also clearly understand the factors on influencing their motivation in English learning. Besides, based on the motivation theories, the college teachers should also adopt corresponding teaching strategies i
4、n accordance with the respective situations of students so as to stimulate students learning motivation with some certain plans and goals, and inspire students to learn English actively and initiatively.Key words: academic motivation; college English teaching; motivation theory; stimulation; strateg
5、y摘 要21世纪是知识经济的时代,英语教育工作的重心由“教” 转向“学”。英语教育者也越来越注重学生的个性特征在英语学习中的作用。动机是影响大学生英语学习成绩的因素中不容忽视的一个重要变量。因而,大学教师应该要认清大学生英语学习动机的现状,并清楚了解学生影响英语学习动机的因素,此外,教师还应根据大学生各自的具体情况,以动机理论为基础,运用相应教学策略有计划、有目的地激发大学生学习动机,从而使其愿意主动积极地学习英语。关键词:学习动机;大学英语教学;动机理论;激发;策略ii1. Introduction1.1 Research background of the thesisSince the
6、21st century, the era of knowledge economy, foreign language education has been transferred from “teaching” to “learning”. Teachers should focus their attention on shaping students new-style personality rather than impart the knowledge in the textbook to students. That is to say, the teachers role h
7、as been changed in recent years. There has been a shift of emphasis from teaching instructional techniques to developing learning techniques. The teachers role is no longer “standing on the stage”, but “guiding on one side”. The researchers on foreign language teaching are also paying more attention
8、 to role of the personality characteristics of the students in the English learning. One psychologist once said, the success of language learning depends not only on students skills, but also on their wills. “Skills” emphasize on the cognitive factors about whether students could learn, which are ma
9、inly related to the knowledge students learned and strategies and so on. While “wills” emphasize on the non-intellectual factors about whether students are willing to learn or stick to learn, which are mainly related to the motivation of students. In the process of English learning, the emotional co
10、ntrol of students has great influence on their learning. And the academic motivation is one of the main emotional factors as well as the most dynamic factor affecting their learning. Since 1930s, the psychological subject about motivation has aroused keen concerns, and there have been many different
11、 theories. In recent years, more and more attention has been paid to the research on the academic motivation by researchers and teachers in China, and people also have begun to recognize its key status and role in the English learning of college students. However, currently, some college students st
12、ill lack the motivation of learning English, such as no clear objective, no good study habit, lack of learning initiative and lack of confidence to overcome learning difficulties and so on. Besides, generally, in English teaching, it is a difficult task for college teachers to keep and stimulate the
13、ir students learning motivation. Obviously, how to cultivate and inspire students motivation in learning English is the main question college teachers should explore. Thus, its necessary to make correlative researches on the strategies for stimulating college students motivation in English learning.
14、 1.2 Purpose of the thesisThe stimulation of college students English learning motivation has far-reaching significance for improving their interest of English learning and acquiring excellent achievements in English learning. Although it closely relates to their interest, learning attitudes, learni
15、ng strategies, academic performance, the learning environment in classroom and their self-control and so on, college teachers also play an important and irreplaceable role in English teaching for stimulating students motivation. As different attitudes and affective factors would produce different mo
16、tivation, college teachers should be good at observing their students and adequately know the types of their students motivation so that they could adopt relevant stimulating strategies to help their students build up correct learning motivation and thus arouse the students interest in English learn
17、ing.In this dissertation, firstly, the writer analyzes the present situation of college students motivation in English learning; secondly, the writer analyzes the factors on influencing college students motivation in English learning; and finally, the writer puts forward some effective strategies fo
18、r stimulating college students motivation in English learning based on different motivation theories. The aim of the thesis is to study the issue on how the college teachers stimulate the college students motivation in English learning with combination of various motivation theories in order to driv
19、e the college students to learn English initiatively and actively.2. Literature Review2.1 Definition of motivationMotivation psychology, the most dynamic factor, has far-reaching influence for students learning. According to Gardner(1972),motivation for language learning should include goal orientat
20、ion, the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language. And he believed that the academic motivation is the internal power to impulse students learning. As one of non-intellectual factors, it indirectly promotes studen
21、ts learning. While Drnyei and Otto(1998: 43-69) considered motivation as one of the functions of a persons thought and defined it as “the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive and motor processes wh
22、ereby initial wishes and desires are selected, prioritized, operationalized and (successfully or unsuccessfully) acted out”. In accordance with the correlation between motivation and successful second language learning(L2 learning), Drnyei(1998: 203-229) also considered motivation as follow: When tr
23、ying to explain any success or failure in L2 learning, the term motivation is often used by teachers and students alike. We take the view that L2 motivation is one of the most important factors that determine the rate and success of L2 attainment: it provides the primary impetus to initiate learning
24、 the L2 and later the driving force to sustain the long and often tedious learning process.In addition, lots of definitions of motivation have been put forward from different perspectives. For example, according to Jeremy Harmer(1991), motivation is defined as some kind of internal drive that could
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- 关 键 词:
- 激发 大学生 英语 学习 动机 策略
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