English Learning motivation
【Abstract】 motivation that affects an important factor in English language learning, this article from the English learning motivation to write papers on behalf of the role of the types of English learning motivation, the impact of English learning motivation factors and stimulate English learning dynamic methods to describe this view.
【Key words】 English learning motivation to stimulate
Motivation has always been regarded as the impact of English language learning an important factor. The purpose of learning English is to gain knowledge of English to use English for communication. It is a point to learning task force of the desire for knowledge. This article discusses the following aspects will be driving force for the English learning an important factor:
First, motivation for the role of English language learning
The real need to generate real momentum, this need can be life, the reality of the needs, can also be psychological, spiritual needs. Students studying abroad to master the English language, go to work in foreign invested enterprises must master the English language, have these needs, we will have the motivation to learn, you can master the English language. Red Army can be overcome almost impossible to overcome the difficulties and desperate to finish the long march routes, this is because the real needs, the needs of survival, so that they spread the achievements of the age-old miracle.
Learning English have a greater motivation. Every time you sit down to study, whether at home or in the language center will need to concentrate on short-term driving force for reading and listening, but more needs long-term driving force, to ensure the regular day to do such a thing - this is the most difficult. So many people started learning English, some time soon to give up - we can learn English is not a continuous improvement process, but through a series of sudden increase and it seems that there is no change in the interval stage, and this is the so-called "plateau effect . "
In short motivation for learning English has an important effect, so the learning of English learners in the process of learning to keep the momentum. And this momentum must be a very urgent, time to remind you to learn English, which must also be a very strong motivation to drive you to learn to overcome any difficulties on the road.
Second, the type of motivation
Many linguists believe that the formation of motivation There are two main causes: a target from the students (target language) of their own interests, that is, into the dynamic type (integrative motivation). The so-called integration, is the target language learners to understand the society or have a special interest in the hope that exchanges with or close to, or expect to take part in or to integrate into the society of social life. Another driving force is a tool-type (instrumental motivation), refers to the aim of learners receive financial benefits or other benefits, such as through an examination to obtain scholarships, competent job, mentioning the post promotions.
Both Gardner and Lambert will be the driving force to learn English has done essentially the same division. They pointed out that: "integration-type dynamic (integrative motivation) arise from learners look forward to working with the language of cultural assimilation of this desire, and the learning objectives of the event as a career, that is performance-based driving force as a tool (instrumental motivation)". Ellis also commented: "In some cases, perhaps a combination of better promotion of English studies." He also said that people learning English, only one driving force for the situation is rare, many people may be learning achievements with these two closely related to motivation.
China's Wen Qiufang scholars will be classified as English learning motivation dynamic surface (surface motive) and deep driving force (deep motive), and pointed out that the surface dynamics usually associated with individuals directly related to the future, power from the outside; deep motivation and learning are generally not personal future and economic interests directly linked to, motivation comes from the English language or culture of their own interests.
Third, the impact of English learning motivation factor
The impact of English learning motivation factors, mainly from two aspects: the students themselves and the external environment. Some linguists, such as Ellis has used the term "inherent (intrinsic) and external (extrinsic)" two terms. Internal factors mainly refer to those and learners personality-related factors, such as interest, emotional, self-esteem, self-confidence, a sense of achievement and so on, of course, talent, intelligence and other factors. As we all know, the majority of Chinese students belonging to an inward-looking character. In with people, especially in dealings with foreigners, often show symptoms of nervousness. Sometimes, they prefer to remain silent, do not want to slip of the tongue in the conversation took place. If they find that their wrong, they will be because of "loss of face" and remorse. Stevick said that this man-made "defensive learners" (defensive learners). These internal factors undoubtedly English Learning to overcome obstacles.
Compared with the internal factors, external factors involved in a wider range, including environmental impact, class arrangement, teaching materials factors, the role of teachers and so on. If the classroom environment too, it will directly affect the mood of the learner, but also dispersed learner's attention. Class materials and unreasonable arrangements, study the effect of certain well, learners will lose interest in learning. If a teacher is a single rigid teaching methods, the lack of flexibility, learners will find boring, then they
Listening, speaking English and other basic skills can not be well improved.
Fourth, the driving force to stimulate English learning method
First of all, would like to learn English well, first of all, to cultivate their enthusiasm for English. Einstein once said: "Love is the best teacher." Interested in the quality of a potential, it can stimulate students in learning activities and the pursuit of loving psychological tendency, it is to overcome difficulties and promote the learning activities of the internal momentum . This shows that student interest in learning can not only translate into motivation, but also can promote the development of intelligent students to achieve the purpose of the enhancement of learning effectiveness; the contrary, the students that if they lose interest in learning, learning will no longer be a happy thing , but a heavy burden, the learning outcomes can be imagined. Therefore, interest in learning English is a huge driving force, interest in learning English more concentrated, the enthusiasm of learning the higher the effect of learning, the better. In English teaching, we must continue to enable students to create a keen interest in the conditions, the environment and atmosphere in order to achieve a multiplier effect.
Secondly, we should be good at self-learning initiative to mobilize. To consciously establish learning objectives, develop study plans, summarized learning methods, the establishment of cognitive structures. From the study of knowledge, problem-solving process to obtain a sense of satisfaction and excitement active state of mind to face the English language knowledge and skills, in strengthening the basic knowledge and basic training at the same time, so that the basis of knowledge transfer for the language skills, and developed into the use of English communicative ability.
Establish clear learning goals. In a certain sense, the motivation to learn the source of enthusiasm. However, there is a need not only a clear learning objectives, which need only a potential state, but also can not become a driving force for promoting the learning activities. In order to help learners clear learning goals, the best teachers in a pre-school classes, the next section to learn lessons, as well as the objective should be to make learners eager to clarify the issue, so as to stimulate their intellectual curiosity.
For those in schools to learn English people, to create the atmosphere relaxed and happy to learn the key is for teachers to have students feel. Teaching is not only the relationship between teaching and learning, but also the feelings of both teachers and students, exchange of ideas and activities. Teacher-student relationship directly restricts students emotion and will, affect their motivation. If it is a favorite teacher of students into the classroom, classroom atmosphere will be very active, interested students will be felt. Instead, the students do not like a teacher, mistrust, even hate, fear, then of course he will not teach an interest in, and even"Yin-ye-fei-shi"(因噎废食), detests the course. Emotion can be seen is the first element of the success of teaching, emotion is the soul of students to open the windows key. This requires a positive change in the role of teachers, attention to emotional investment, with their sincere love to arouse students resonance, so that a more harmonious relationship between teachers and students.
All in all, a stable and lasting hobbies, clear and appropriate goals, easy and pleasant learning atmosphere, can greatly stimulate the motivation to learn English to help learners to solve problems in English learning to stimulate the enthusiasm of English language learning, digging English learning potential.
References:
[1] Wen Qiufang. "English learner motivation, concepts, strategies are also characterized by changes in the law," "Foreign Language Teaching and Research" 2001 (3).
[2] the early Ming Wang. "Foreign Language Learning in the cognitive and affective needs", "Foreign sector", 1991 (4).
[3]Yang Guo-Jun. "On the driving force to strengthen English learning strategy", "Foreign sector", 2002 (3).
[4] Liu Dong floor. "Foreign Language Teaching Thoughts motives", "Foreign Language Teaching" in 2002 (7).
[5] Joseph Rose, Joseph Ruoping. "English achievement and achievement motivation, a state of anxiety-related research," "Foreign Language Teaching and Research" 2001 (3).
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