如何培养学生的学习动机外文翻译.docx
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如何培养学生的学习动机外文翻译.docx
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如何培养学生的学习动机外文翻译
如何培养学生的学习动机外文翻译
Howtocultivatestudents’learningmotivation
Intheyearof1998,DornyeiandCsizedidaquestionnairesurveyduringthe200teachersinallkindsofschoolsinHungary,onthebasisoftheresults,theyconcluded“TenCommandmentsforMotivatingLanguageLearners”,thatis*setapersonalexamplewithyourownbehavior*createapleasant,relaxedatmosphereintheclassroom
*presentthetaskproperly
*developagoodrelationshipwiththelearners
*increasethelearners’linguisticself?
confidence
*makethelanguageclassesinteresting
*promotelearnerautonomy
*personalizethelearningprogress
*increasethelearners’goal?
orientatedness
*familiarizelearnerswiththetargetlanguagecultureAccordingtotheir“tencommandments”Isuggestsomewaystocultivatestudents’learningmotivationindetail:
4.1Attachingimportancetothestudents’needsanalysis
Students’motivationalwaysmeetsthestudents’needs,soitishelpfultotheteachersfindoutthestudents’motivationbyanalyzingthestudents’need.Inforeignlanguagelearning,theteachersshouldpayattentiontothestudents’affectivefactors,andmobilizethestudents’enthusiasm,thenmakethestudentsturn“Teachermakesmelearn”into“Iwanttolearn”.Scientistspointoutthathumanbeingsandanimalsbothhavemotivations.Ifastudentismotivatedwhenhedoessomething,hedoesitexcellentandfast.Itisobviousthattheneedordesirethatmakesastudentovercomedifficultiestoreachthegoalatlast.
Therearemanystudentsdon’tknowwhethertheyneedtheforeignlanguagelearningornot.Thismoment,theteachersshouldinformthestudentsclearlyoftheimportanceoftheforeignlanguage.TakeEnglishasanexample,theteachercantellthestudentsEnglishisaninternationallanguage.SinceEnglishisusedsowidelyinscienceandtechnologynowadaysthattheywillundoubtedlyencounterthelanguagewhatevertheywilldoinfuture.Therefore,masteryofthelanguagewillbeofgreathelptotheirfuturecareer,andeventotravelaroundtheworld4.2Arousingthestudents’interestsinlanguagelearning
Interestplaysanimportantroleinforeignlanguagelearning.Accordingtointrinsicmotivationtheory,interestisaninborndrivetodisplayone’sabilityandconfidence,expectationvaluetheorydefinesinterestastheattractionofthetaskthatcanbeaccomplished.AChinesesayinggoes”Interestisthebestteacher”.Ittellsustheimportantrolethattheinterestsofstudentsplayintheirlearning.Inordertoarousethestudents’interests,theteachersshould:
4.2.1Addmorematerialsthatfittheappetitesofthestudents,suchasforeignlanguagesportsnews,popsongs,andthedevelopmentoftheup-to-datesciencetechnology.What’smore,theteachersmayevenletthestudentschoosesubjectsthattheyaremostlyfondof.
4.2.2Givestudentscontinuousassessmentandmakerecordofpersonalachievement.Inthisway,thestudentswillknowhowmuchtheyhaveachievedaftercertainperiodoftimeandhardworking.Meanwhile,iftheteachersgivetimelyencouragementtothestudents,theywillbemoreandmoreinterestedinwhattheyarelearning.
4.2.3Askthestudentstogivelessonstootherstudentsfor5-10minutesatthebeginningofeachclass.Theywilldoawonderfuljobafteracarefulpreparation.Iftheirperformanceswinapplausefromthepeers,theywillbegreatlysatisfied,becausetheyfeeltheyhaveaccomplishedatask,andwillbemoreconfident.
4.2.4Developcolorfulactivities,suchasEnglishSalon,EnglishCorner,oraSpeechCompetitioninEnglishandsoon.Themostimportantthingisthatteachersshouldtrytheirbesttohelplearnersmaketheactivitiesmorecolorful,vividandinterestingsoastostimulatelearners’interestinforeignlanguagelearning.
4.2.5Usemodernteachinginstrumentstoarousethestudents’interest.Withthedevelopmentofsocietyandscience,somemoderninstrumentshavebeenintroducedtoclassroomteachingandlearning.Itisnewtolearnersandmakestheknowledgedirectlyandvividly.
4.2.6Inputtheculturalbackgroundtomakethestudentslovetheforeigncountry,andthentheywillbeeagertolearnthelanguage.Thelearnerwhodoesnotlikethenationorculturaloftheforeignlanguage,heorshecannotlikethenationorculturalofthatnation,orevendoesnotliketolearnitatall.Inthepast,mostcollegestudentsdidnotliketolearnJapaneseastheirsecondlanguageonlybecauseJapaneseinvasiontoChinaandJapaneseslaughterinNanjingwereindeliblyengravedonthememoryoftheChinesepeople.TheyhatedJapanesenation,sotheydidnotwanttolearnJapanesewell.Therefore,itisnecessarytohaveculturalbackgroundinput.Properintroductionofcultureofthesecondlanguagecanstimulatelearners’learningmotivation.Sometimes,thelearnersthemselvesareeagertoreadworksabouttheinterestingculturalcustomsinoriginalversion.Inaword,culturalbackgroundinputcanstimulatelearners’interestinlanguagelearning4.3Improvingtheteachers’qualityofteaching
Intheeyesofstudents,whatarethegoodqualitiesdoesateacherneedtohelpinprovidingintrinsicmotivationAstudydonebyDenisGirard1997suggestscertainconclusion:
*Theteachermustbefair,treathisstudentsequallyandasfaraspossibleunderstand
*Theteachermustofferagoodmodelasthetargetlanguageuser
*Theteachermustbeagoodtechnician:
hisstudentsshouldunderstandwhatiswantedofthem,beabletopronouncecorrectly,andbestimulatedintoactivityintargetlanguageAshumanbeings,weallhaveourlikesandhates,butasteachers,weshouldloveeverystudentandtrytofindthemeritofeachofthem.Forsomestudentsthewarmththeygetfromtheirteachermaybethemostimportantsupporttotheirlearninginterest.“Theexpectationsofteacheroftenaffectthestudent,hisbehavior,andevenhisachievement.”Silberman,1969;Crist1971.Itishardlybelievablethatastudentwhoisoftenignoredandevenjeeredbytheforeignlanguageteachercanbehighlymotivatedinthelanguagelearning.
Theteachers’ownareforeignlanguagelearners,sowhattheydocansetgoodexamplesforthestudents.Teachers’knowledgeconstructionandtheenthusiasmforteachingcaninfluenceonthestudentsunobtrusively.Theprofoundknowledgeandexcellentbasicskillstrainingaretheessentialqualityforteachers,becausethestudentsadmiretheteacherswhogoodatteachingandversatile,thenthiskindofadmirationwillbecomethemotivation.Inaddition,theteachers’emotionsalsoeffectthestudents’motivation.Icannotbelievetheteacherswhohatetheforeignlanguageteachingcanmaketheirstudentslovetheforeignlanguagelearning.
Theteachers’teachingskillsaffectthestudents’learningmotivationdirectly.Haveaclearpurposeforeverylessonandgetthestudentsunderstandthatitis.Firstofall,theteachersshouldbewellpreparedforthelesson.Theyshouldbeawareofthefactorsinfluencinglessonplanning,suchaslength,students’languagelevel,classsize,physicalconditions,objective,aids,methodandsoon.Secondly,theyshouldthinkofthesituationhemightmeetintheclassroom,whatproblemsmighthappenandhowtosolvethem.Thirdly,theyshouldknowveryclearabouteachstepofhisplan.Acompetentteacherwillmakehisstudentssatisfyandconfidentintheirstudy.Moreover,theteachers’excellentpronunciationandhandwritingalsopromotethestudents’learningmotivationincertaindegree.
4.4Adoptingthecorrectteachingmethod
Themethodbywhichstudentsaretaughtmusthavesomeeffectontheirmotivation.Iftheyfinditdeadlyboringtheywillprobablybecomedemotivated,whereasiftheyhaveconfidenceinthemethodtheywillfinditmotivating.Butperhapsthisisthemostdifficultareaofalltobecertainof.Wethinkthatmotivatedstudentwillprobablysucceedwhatevermethodisused.
Itisalsotruethatdifferentstudentsaremoreorlesssympathetictoanyparticularmethoddependingupontheirexpectations.Thestudents’confidenceinthemethodlargelydependsontheteachers’abilitytothebothadaptableandflexible.
Adaptabilityreferstotheteacher’sabilitytochooseandadapthisprogramonthebasisofthedifferentstudentshefindshimselfteaching,becausedifferentstudentshavemotivationaldifferences.Andtheseshouldhaveapowerfulinfluenceontheteacher’suseandchoiceofactivitiesandmaterials.
Flexibilityreferstothebehavioroftheteacherintheclassandhisabilitytobesensitivetothechangingofneedsofthegroupasthelessonprogress.Hemustbepreparedtoadaptandalterhisplanifthisprovestobenecessary.Theteachingmethodofadaptabilityandflexibilitymaketherealdifferencebetweenteachingandlearning.Theadaptableteacheristheonewhoknowshowtoteachandisclearabouttheeffecthisteachinghavingonhisstudents.Theteacherwhoisflexibleandispreparedtoadapt,ontheotherhand,istheteacherwhocarefullyassesseshisbeliefsandplansinthelightoftheparticularsituationheisfacedwith,andwhosemainconcernis
thatacquisitionandlearningshouldtakeplace.
Thegoodteachingmethodseesthestudentscontinuinginterestandinvolvementinthelearningprocessasbeingthedominatingfactorinlanguageteaching,andtriestofocusthestudentsonlearningtolearn.Fromapedagogicalpointofview,thestudentslearningactivitiesshouldbedirectedatactivatinghispriorconceptionsandrelatingittonewknowledge.Becausethestudentsdonotjustpassivelytakeinknowledge,butactivelyconstructsitonthebasisofhis/herpriorknowledgeandexperiencePiaget,1972.
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