论文模板Word格式.docx
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论文模板Word格式.docx
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EnglishDepartment
CollegeofAdultEducation
AnhuiNormalUniversity
September2011
Abstract
Withtherequirementofeconomicdevelopment,EnglishhasbecomemoreandmoreimportantthatpeoplebegintolearnEnglishwithfullyenthusiasm,parentssendtheirchildrentoallkindofEnglishtrainingschoolinthehopeofkeepingpacewiththeworld.However,learningaforeignlanguageisnotasimpleandeasyjobandsometimesitisboringanddull.MotivationiscriticalinEnglishlearning,justasTolstoyoncesaid,whatmakesagoodteachingistomotivatestudents,butnotcompelthem.Asweallknow,interestisthebestteacherintheprocessoflearning.Confucius,awell-notededucationisttoldus(inthepursuitofknowledge)curiosityismoreimportantthanknowledgeitselfandinterestisevenmoreimportantthanpurecuriosity.NowwecanknowthatthemainreasonwhymanystudentsareunwillingtolearnEnglishisthattheyhavenointerestaboutit.Therefore,asEnglishteacherstheyshouldknowtheimportanceofmotivatingstudentsandgraspstudents'
interestandattentiononEnglishlearningbygraduallyimprovingteachingart.
KeyWords:
motivation;
interest;
Englishlearning
激发学生学习英语积极性的方法
摘要
随着经济的发展,英语变的日益重要,人们从小就以一种积极的热情开始学习英语,为了与世界保持同步,父母把孩子送到各种英语培训学校。
然而学习一种外语并不简单有时甚至会很无聊,枯燥。
动机在英语学习过程中很重要,正如托尔斯泰所说,好的教学所需要的不是强制而是激发学生兴趣。
众所周知,在学习过程中,兴趣就是最好的老师。
伟大教育家孔子曾说过,知之者不如好之者,好之者不如乐知者。
现在我们知道学生不愿学英语的关键是他们对英语没有兴趣。
因此,作为英语老师应该知道激发学生动机的重要性,并且通过逐渐完善教学艺术来把学生的注意力,兴趣集中到英语学习中。
关键词:
动机;
兴趣;
英语学习
Contents
Abstract...........................................................................................................................2
摘要..................................................................................................................................3
Chapter1Introduction..................................................................................................5
1.1LiteratureReview.....................................................................................5
1.2TheSignificanceoftheResearch............................................................5
1.3OrganizationofThisPaper.....................................................................6
Chapter2TheoreticalRationaleinChildrenEnglishLearning...............................7
2.1DefinitionofMotivation..........................................................................7
2.2IntrinsicandExtrinsicMotivations..........................................................8
2.3PersonalFactorsinMotivation................................................................9
2.3.1MotivationandArousal.................................................................10
2.3.2MotivationandNeeds...................................................................10
2.3.3MotivationandBeliefs..................................................................11
2.3.4MotivationandGoals....................................................................11
Chapter3WaystoMotivateStudentsinEnglishLearning.....................................12
3.1VariousandInterestingActivities..........................................................12
3.2NewandEffectiveTechniques...............................................................13
3.3RewardsAppropriatelyandHighExpectation.....................................13
3.4RelaxedandPositiveLearningAtmosphere..........................................14
3.5EncouragingCooperativeActivities......................................................15
3.6OpportunitiesforStudentstoExperienceSuccess................................15
Chapter4TheRolesofTeacherinEnglishLearning...............................................17
4.1TheComparisonbetweenTraditionalandNewTeachingMethods......17
4.2NewRequirementsaboutTeachers........................................................17
Chapter5Conclusion..................................................................................................19
WorksCited..................................................................................................................20
Chapter1Introduction
1.1LiteratureReview
Englishlearningisaverycomplicatedprocessthatisinfluencedbymanyfactors,inenglishlearning,motivationisveryimportantandmanypeoplehavetheirownopinionsaboutthis.DonHamachekthoughtmotivesservethreeimportantfunctions:
energizingus,directingus,andhelpingustoselectthebehaviormostappropriateforachievingourgoals,andextrinsicmotivatorsaresometimesnecessaryeithertogetstudentsstartedinthefirstplace,ortostartthemdownatrackthattheymightnotknowexists;
JiaGuanjieindicatedthatthemotivationofforeignlanguagelearningcontainsfouraspects:
agoal,effortfulbehavior,adesiretoattainthegoalandattitude;
PhilBensonsaysthatautonomy,ortheabilityoflearnerstocontroltheirownlearning,hasbecomeakeyconceptinlanguageeducation,influencingactivitiesasdiverseasself-access,distancelearning,computer-assistedlanguagelearning,learnertraining,classroompracticeandcurriculumdesigninhisbook;
InMotivatinglanguagelearners,Chambersprovidespracticalstrategiestoenhancetheenjoymentofthein-classexperienceandthestatusofmodernlanguagesonthecurriculum.Inthistopic,Ialsohavemyownviewpoint.
1.2TheSignificanceoftheResearch
InrecentyearsinChina,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopularandurgentasChinasucceededinholdingthe2008OlympicGamesandthe2010ShanghaiExpo.Masteryofaforeignlanguage,especiallyEnglishisviewedasapassporttoone'
sfuturesuccess,thus,moreandmorepeopleswarmintothetideofEnglishlearning.Inaddition,theEnglishlearnershavebecomeyoungerandyoungerandEnglishcoursesaretaughtinGradeThreeorGradeOneofprimaryschoolsandeveninkindergartens.Furthermore,mostparentssendthechildrentosomeafter-schoolEnglishclassesattheweekendsinthehopeofpromotingthechildren'
sEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionoftheirchildren'
slowattitudesandgradesinEnglishlearning.Therefore,asteachers,theyshouldknowthepsychologicaltheoryandprocessaboutEnglishlearninginordertoencouragestudentstolearnitandenhancetheirinterestandmotivation.
1.3OrganizationoftheResearch
WeknowmotivationplaysanvitalroleinEnglishlearning,thus,howtoeffectivelymotivatestudentsbecomesanimportantproblem.Asforthisthepaperaimsatexpoundingitsimportanceandwaystomotivatestudents.Hereistheorganization.Firsttheauthorshowsthedefinitionofmotivationandthenexplainsintrinsicandextrinsicmotivationandtheirrelations,followingwithsomepersonalfactorsthatinfluencemotivation.Thenaccordingtotherationale,theauthorsuggestsseveraleffectivewaystomotivatestudentsinEnglishlearning.Atlast,takingteachers’uniquerolesintoconsideration,theauthormakesacomparisonbetweentwoteachingmethods,andnewrequirementsonteachersfromfiveaspects.
Chapter2TheoreticalRationaleinChildrenEnglishLearning
Languagelearningisaverycomplicatedprocesswhichisinfluencedbymanyfactors.Apartfromtheintelligentfactor,thenon-intelligentfactors----motivation,attitude,interest,age,methods,willandcharacter----arethedirectandthemostimportantfactorsinEnglishlearning.Amongthosenon-intelligentfactors,theauthorthinkmotivationandpersonalfactorsinmotivationtakeagreatpartinEnglishlearning
2.1DefinitionofMotivation
InJakobovits'
research,heshowsustheimportanceofmotivationinEnglishlearning.However,whatismotivation?
Howcanweknowwhetherastudentismotivatedinlearning.
2.1.1IntheTermofPsychology
Peoplearealwaysmotivated;
infact,theyareneverunmotivated.Theymaynotbemotivatedtodowhattheyareexpectedto,butitcanneverbetrulysaidtheyareunmotivated.Inpsychology,motivationisaforcethatenergizesanddirectsbehaviortowardagoal.Justasaforcemovesanobject,motivationmovesaperson.Morevisualized,ifindividualsaremachines,motivationisastheveryenginethatpowersanddirectsindividuals’behavior.Motivesservethreeimportantfunctions:
1)energizingus(i.e.,turningthekeyandstartingthemotivationalengine),2)directingus(i.e.,pointingusinaparticulardirection),and3)helpingustodecidethebehaviorthatismostappropriateforachievingourgoals.Inaword,motivationisaninnerstatethatarousesindividual’sdesireforagoalandmaintainstheireffortstoacertaindirectionforaperiodoftime.
2.1.2InLanguageLearning
Inlanguagelearning,motivationisnotonlyastrongdesireforlearningandacquiringknowledgeofalanguage,butalsoaninnercausethatpushesstudentsforwardinEnglishlearningwithenthusiasmandwillingness.Itissomethingliketheengineandsteeringwheelsofanautomobilethatcanmovestudentsfromboredomtointerest.ItisaninnerpowertodriveandpreservestudentsinEnglishlearning.Gardnerindicatesthatthemotivationofforeignlanguagelearningcontainsfouraspects:
agoal,effortfulbehavior,adesiretoattainthegoalandattitude.StudentswhohavepowerfullearningmotivationtakeacorrectandpositiveattitudetowardsstudyandmakegreateffortstomasterEnglishwithcleargoalsanddesiresandconsequentlygainbettergradesthanthosewhohaven’tacquiredm
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