argue的用法Motivation and English learning解读

2021年1月19日发(作者：我回来了英文)




本科毕业论文




Motivation and English Learning


学
专
年
学
姓
院

业

级

号

外国语学院

英语（教育）

2005
级

谷月

名

222
4
徐红

彭奕奕




指
导
教
师

成
绩


Gu ii


二○○九年五月


Gu iii
Outline
Thesis
：
Motivation
is
critical
in
language
learning
according
to
psychology
and
ways
to
motivate students are more important to English learning.
I.
Introduction
Among the factors that influence English learning, motivation makes up 33 per cent.
II.
Motivation
A.
Maslow’s
Theory in motivation
B.
Classification of motivation
C.
Personal factors in motivation

III.
Importance of motivation in English learning
A.
motivation determines study direction

B.
motivation determines study process
C.
motivation influences the study effect
IV
.
suggestions to motivate students in English learning
A.
Using various and interesting activities
B
Involving new and effective techniques
C.
High expectation and using rewards appropriately
D.
Create a relaxed and positive learning climate

E.
Cooperative activities
F.
Providing opportunities for students to experience success
V
.
Conclusion


Gu iv
Abstract
Motivation,
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
the success
of language learning.
A learner
’
s 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
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 importance of motivation
in English learning. At last, according to the rationale, there are some suggestions to motivate
students in english learning.

Gu 1
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, and 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
committee's
report,
the
population
of
studying
English
in
the
world probably approaches 1 billion, and 1.5 to 2 billion people use English 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
are published in English; what's 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
far
–
reaching
influence
in
the
domain
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, especially 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 China.

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
author
’
s piont of view. Because 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 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
Jakobovits’s
research,
he
shows
that
the
mainly
influential
factors
to
English
learning
are:
motivation
which
takes
up
33%,
aptitude
which
takes
up
33%,

Gu 2
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.

People 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, motivation 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
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 indi
vidual’s desire for a
goal and maintains their efforts in a certain direction and time.
In
language
learning,
motivation
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 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 word,
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 or 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
machinery
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
are
engaged
(Cheryl
L.

Gu 3
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
learning 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. Intrinsic 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, the 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 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
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.
Motivation 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
personal factor that affects people’s 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 incongruity
—
each of which induces arousal. When a teacher hands out a test, the students

Gu 4
are sitting nervously and curious about the content of the test, with elevated blood pressure,
fast
breath
and
sweaty
hands.
This
time,
the
students
are
alert
and
wide-awake.
They
are
aroused and their motivation
is
at
a high level.
An optimum level
of arousal is
needed for
peak performance. So an appropriate arousal assists in enhancing motivation.
The second
personal factor that affects people’s motivation is
need. A need is the lacking
of
something
necessary
or
desirable.
Maslow's
hierarchy
of
needs
is
often
depicted
as
a
pyramid
consisting
of
five
levels:
Self-Actualization,
Esteem
Needs,
Social
Needs,
Safety
Needs and Physiological Needs, the first lower level is being associated with Physiological
needs,
while
the
top
levels
are
termed
growth
needs
associated
with
psychological
needs.
Deficiency
needs
must
be
met
first.
These
deficiency
needs
are:
physiological,
safety
and
security, love and belonging, and esteem. Once these are met, seeking to satisfy growth needs
drives
personal
growth.
With
the
exception
of
the
lowest
needs,
physiological
ones,
if
the
deficiency needs are not met, the body gives no indication of it physically, but the individual
feels anxious and tense.
The higher needs in this hierarchy only come into focus when the
lower needs in the pyramid are met. Once an individual has moved upwards to the next level,
needs
in
the
lower
level
will
no
longer
be
prioritized.
If
a
lower
set
of
needs
is
no
longer
being met, the individual will temporarily re- prioritize those needs by focusing attention on
the
unfulfilled
needs,
but
will
not
permanently
regress
to
the
lower
level.
For
example,
a
hungry person is not likely to be motivated by esteem needs and a person with very low self
esteem
is
not
likely to be motivated by the need to
know
and understand. Basic needs are
essential
to
physical
and
psychological
well- being.
Once
these
needs
are
satisfied,
the
motivation
to
satisfy
them
diminishes,
or
even
vanishes
for
a
while.
Growth
needs,
on
the
other hand, can never be satisfied completely. When these needs are partly fulfilled, the need
to fulfill them may become even greater. His work has important implications for education.
The need for achievement drives students to fulfill their goals. Students with a high need for
achievement
tend
to
be
motivated
by
challenging
assignments,
high
grading
standards,
explicit feedback, and the opportunity to try again. In contrast, students with a need to avoid
failure
avoid
challenging
tasks
and
experience
anxiety
in
testing
situation.
Being
aware
of
these differences can help teachers respond different students with different needs and as
a
result, teach all students more effectively.