二语习得论文Word下载.docx
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二语习得论文Word下载.docx
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王文秀
任课教师:
曹依民
提交日期:
2015年7月3日
MotivationandSecondLanguageAcquisition
摘要
在对第二语言学习的研究中,学习动机被认为是语言学习者个体因素中最具能动性的因素之一,它受到了众多研究者和教育工作者的关注。
随着全球化的发展,第二语言的重要性显而易见。
这就要求我们要深入研究了解动机与第二语言学习。
本文将从理论和实际应用的角度研究第二语言习得中的动机问题。
本文先从学习动机的定义出发阐述不同语言学家对动机不同角度的定义,包括被语言学家公认为合理的由Gardner&
Lambert所下的定义,以及从人本主义角度出发的马斯洛的需求理论中对动机的定义,从而发现这些定义的局限性。
在阐述定义的基础上,文章从行为主义、人本主义及认知角度分别运用强化理论、需求理论及归因理论来研究及分析动机,说明对第二语言研究的意义。
随后采用语言学家Keller对影响学习动机的四大主要因素的划分,
akindofinnerpowerpromotingforeignlanguagelearning,andatypeofconsciousandpositivestateofpsychologyinlearningactivity.Regardedasoneimportantelementinlanguagelearning,motivationhasbeenexploredformorethanfiftyyearsbyalotoflinguists,buttheawkwardsituationstillexistsinpresentlanguagelearningsetting.Manyexpertshavedonealotofresearcharounditandmadecontributionstoit.
Withthedevelopmentofglobalization,theimportanceofthesecondlanguageacquisitionisobvious.Soitisnecessaryforustoprofoundmotivationandsecondlanguageacquisition.Thispaperaimstoexploreandanalyseslanguagelearningmotivationfromdifferentperspectives:
behaviorism,humanismandcognition,makingreferencetovariousclassificationsanddefinitionsofmotivation.
Thethesisismadeupofsixpartsbesidesanintroduction,aconclusionandabibliography.Parttwoisliteraturereview.Partthreepresentssomebasictheoriesinmotivation.Inthispart,behaviorism,humanismandcognitionarediscussed.Partfourisanalysisoffactorsaffectingmotivationindetail.Itconsistsofinterest,relevance,expectanceandsatisfactionoroutcomes.
Thispaperpaysattentiononthreequestions:
1.Whatisthedefinitionofmotivation?
2.Whatarefactorsaffectingmotivation?
3.Howdoesthemotivationaffectsecondlanguageacquisition?
2.Literaturereview
Althoughtheterm"
motivation"
isfrequentlyusedineducationcontexts,thereislittleagreementamongexpertsastoitsexactmeaning.Variousdefinitionsofmotivationhavebeenproposedoverthecourseofdecadesofresearch.WhatweconcernaboutmotivationismainlyconfinedtoEFLstudy,soweshouldputouremphasisonspecificcategory.
Fromthemiddleof20thcentury,especiallyaround1990s,newdefinitionsappearedwiththedevelopmentsinpsychology.Motivationwasthenredefinedasadynamicprocessratherthanastaticinnerstate.However,thereisstilldisagreementaboutthedefinitionofmotivation.
2.1DefinitionsofMotivation
Motivationisoneofthemaindeterminantsofsecondlanguagelearningachievementand,accordingly,thelastthreedecadeshaveseenaconsiderableamountofresearchinvestigatingthenatureandroleofmotivationintheL2learningprocess.MuchofthisresearchhasbeeninitiatedandinspiredbytwoCanadianpsychologists,RobertGardnerandWallaceLambert,who,togetherwiththeircolleaguesandstudents,groundedmotivationresearchinasocialpsychologicalframework.
2.1.1Gardner'
sDefinition
It'
sthefactthatGardner'
sdefinitionofmotivationinSecondLanguageAcquisition(SLA)isthebestknown,frequently-quotedandunderrevisionwiththetimepassing.GardnerandLambert(1972)define‘motivation’intermsoftheL2learner’soverallgoalororientation.Gardneralsoproposedthatallthesethreecomponentswerenecessarytoproperlydescribemotivationinlanguagelearning.Anysingleoneofthemcannotreflecttruemotivation,sotheymustco-existwitheachother.
Eightyearslater,GardnerandMaclntyre(1993)definedmotivationas"
thedesiretoachieveagoal,effortextendedinthisdirectionandsatisfactionwiththetask."
Gardner'
sdefinitionisbasedonsocialpsychologystressingthesocialnatureofL2learning.Inhisview,apartfromlearninggrammarandlanguageskills,thelearningofanL2involvesanalterationinself-image,theadoptionofnewsocialandculturalbehaviorswhichhaveasignificantimpactonthesocialnatureofthelearner.Asweknow,Gardnerandhiscolleagues'
researchesareconductedamongtypicallybilingualsetting---Canada,wherelearners'
languagelearningisgreatlyinfluencedbythelearners'
attitudetowardsthetargetlanguage,thereforethereisinevitablelimitationsexistinginthisdefinitionbynature.Besidesitsshortcomings,Gardnerandhiscolleagueshadmadegreatcontributionstothemotivationresearchinthelate1980s;
othertheoristsbegantochallengehistheoryandre-conceptualizetheconstructofL2learningmotivation.
2.1.2Brown’sDefinition
Brown(1981)identifiesthreetypesofmotivation:
(1)globalmotivation,whichconsistsofageneralorientationtothegoaloflearningaL2;
(2)situationalmotivation,whichvariesaccordingtothesituationinwhichlearningtakesplace(themotivationassociatedwithclassroomlearningisdistinctfromthemotivationinvolvedinnaturalisticlearning);
(3)taskmotivation,whichisthemotivationforperformingparticularlearningtasks.
2.1.3WilliamsandBurden'
WilliamsandBurden(1997)definedmotivationas"
astateofcognitiveandemotionalarousal,whichleadstoaconsciousdecisiontoact,andwhichgivesrisetoaperiodofsustainedintellectualand/orphysicaleffort,inordertoattainapreviouslysetgoalorgoals.”Inordertomakethisdefinitionmoreclearly,WilliamsandBurden(1997)presentedathree-stagemodelofinteractivefactorswithinthesocialcontext:
reasonsfordoingsomething----decidingtodosomething---sustainingtheeffortorpersisting.
Fromthismodel,wecanseethatfirstlytheremustbesomereasonstoimpellearnerstoundertakeaparticularactivity;
secondly,weshouldconsiderwhatisactuallyinvolvedindecidingtodosomethingandanindividualmayhavestrongreasonsfordoingsomethingbutwithouttakingactualaction;
thirdly,peopleneedtosustaintheeffortrequiredtocompletetheactivity.Inthismodel,"
decidingtodosomething"
playsacentralrole.
2.1.4Maslow'
AccordingtoMaslow,"
motivationisconstant,neverending,fluctuatingandcomplex,anditisanalmostuniversalcharacteristicofparticularlyeveryorganicstateofaffairs.”Andhis"
needtheory"
canclearlyandsatisfactorilyexplainthelanguagelearners'
motivationinallthelearningenvironments.Theneedhierarchyisasfollows(S.S.Chauhan,1985):
2.1.5DornyeiandOtto'
DornyeiandOtto(1998)statedthat"
inageneralsense,motivationcanbedefinedasthedynamicallychanginginitiates,directs,coordinates,amplifies,cumulativearousalinapersonthatterminatesandevaluatesthecognitiveprocesseswherebyinitialwishesanddesiresareselected,prioritized,operationalizedandsuccessfullyorunsuccessfullyactedout"
Inthisdefinition,motivationisviewedasadynamicprocessinwhichmanyvariablesinfluencethelearner'
sperformancebuttheydonotmentionthesustainingofthelearningmotivation.
2.1.6Keller'
Keller(1983)definedmotivationas"
Motivationreferstothechoicespeoplemakeastowhatexperiencesorgoalstheywillapproachoravoid,andthedegreeofefforttheywillexertinthisrespect."
Besidesdefinitionsgivenabove,KanferandAckerman(1989)madeitmoreexplicitbydefiningmotivationas"
thedirectionofattentionaleffort,theproportionoftotalattentionaleffortdirectedtothetask(intensity),andtheextenttowhichattentionalefforttowardthetaskismaintainedovertime(orpersistence)."
Oxforddefinedmotivationas"
whatmakesstudentswanttolearnlanguagesandwhatcausesthemtoputforththeefforttopersistinthisdifficultadventure"
(Oxford,1996,p.1).AccordingtoH.WBernard,"
motivationreferstoallthosephenomenawhichareinvolvedinthestimulationofactiontowardsparticularobjectiveswherepreviouslytherewaslittleornomovementtowardsthosegoals."
Inviewofallthesedefinitions,wecangettheinformationthatlanguagelearningmotivationisthereasonforlearningthelanguage,thecentralforceorinnerpowerthatimpulsespeopletogointhelanguagelearningprocess,howmuchconsciousintellectualandphysicaleffortthelearnersmaketoattainapreviouslysetgoalandhowlongthelearnerkeepsthiseffort.
3.TheoriesonMotivation
Motivationisavastandcomplicatedsubjectwithmanytheoriesineducationalpsychology.Themainapproachesarebehavioral,humanisticandcognitiveones,whichhighlightdifferentdimensionsofmotivation.However,thereisnoabsolutely,straightforwardlyandunanimouslyacceptedconceptofmotivation,letalonethedescriptionofitsnaturewithinoneframework.Differentfromtheinstincttheorystudyingtheinnatecharacteristicsofmotivationborninhumanbeings,thebehaviorismattachesmoreimportancetotheexternalfactorsforthestudyofmotivation.
3.1Behaviorism
Behaviorism,atheoryaboutanimalandhumanlearningwaywhichonlyfocusesonobjectivelyobservablebehaviorsanddiscountsmentalactivities,hasanimportantimpactonpsychology,educationandlanguageteaching.
BehavioristslikeSkinnertakethenotionthatbehaviorisafunctionofitsconsequences,sothelearnerswillrepeatthedesiredbehaviorifpositivereinforcement(apleasantconsequence)followthebehavior.BehavioristsprefertoexplainhumanbehaviorswithformulaS---R,believingmotivationisakindofimpulsiveforcearousedbyoutsidestimuli.AccordingtoSkinner,motivatedbehaviorresultsfromtheconsequencesofthesimilarpreviousbehaviorandinotherwords,theconsequencesofpreviousbehaviorinfluencelearners.Oncelearnersobtainpositivereinforcementforcertainbehavior,they
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