OnCultivatingStudents’MotivationinCollegeEnglishTeaching-2019年文档

1、On Cultivating StudentsEnglish TeachingMotivation in College： Motivation ， which determines the success of language leaning ， is one of the important factors of English Acquisition. The paper analyzes the English motivation on non-English majors is variable from the survey report and explains the af

2、fecting factors of English motivation. At last ， the author proposes some strategies in order to cultivate students motivation. The paper isexpected to find the motivation of non-English majors and the existing problems. And at the same time ， some proposals are offered. It is believed that the pape

3、r is helpful to improve the effect of college English teaching.Keywords： cultivate ；motivation ；college English Teaching ；survey report ；strategiesIn second language acquisition， individualdifferences influence the successful foreign language learning ， which consist of motivation ， age， intelligenc

4、e ， aptitude ， learning styles ， personality and learner beliefs. Among which motivation is viewed as an influential factor to successful language acquisition.Gui Shichun （ 1998：227）， a Chinese famous linguist ， also argues that motivation is also one of the most important social-psychological facto

5、rs to second language acquisition. In college English teaching ， we always find that the majority of students motivation in learningEnglish is to pass the final examination or successfully pass the CET -4 or CET -6. Is that true？ What is themotivation of non-English majors？ So this paper isexpected

6、to find the motivation of non-English majors and the existing problems. And at the same time ， some proposals are offered.1. The Definition and Classification of MotivationDifferent people have different opinions on the definition of motivation. From the middle of the 20th century ， and especially a

7、round the 1990s， new definitions appeared with new developments in psychology. Motivation was then re-defined as a dynamic process rather than a static inner state. However， there is still disagreement about the definition of motivation.According to Gardner （1985：58）， motivation “refers to the combi

8、nation of effort plus desire to achieve the goal of learning the language plus favorable attitudes towardlearning the languageRod Ellis ， professor of teaching English as a second language at the college of education of Temple University ， says “motivation involves the attitudes and affective states

9、 that influence the degree of effort that learners make to learn a second language ”（ Rod Ellis ， 1997 ： 75）. Wen Qiufang said （ 1996： 174 ） “English motivation can be simply explained to the reasons and purposes of English learning ”.As a result of the different definition of motivation ， the class

10、ification of motivation differs accordingly. Some of the common classifications of motivation are offered：1.1 Integrative Motivation & Instrumental MotivationFrom the perspective of social linguistic ， Gardner & Lambert distinguish integrative from instrumental orientation. Gardner（1985：78） defines

11、integrativemotivation as “individual learners show interest in the target language and wish to integrate themselves within the culture of the target group ， to identify themselves with its community and become a part of that society.”Instrumental motivation means that individual learners want to acq

12、uire a new language as a means for attaininginstrumental goals.1.2 Intrinsic Motivation & Extrinsic MotivationEdward Deci （Deci ， E.L & Ryan 1985 ： 275） defines the intrinsic motivation ， “Intrinsically motivatedactivities are ones for which there is no apparent reward except the activity itself. Pe

13、ople seem to engage in the activities for their own sake and not because they lead to an intrinsic reward. Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences ， namely ， feeling of competence and self- determination ”. According to Brown（ Brown， 20

14、01 ：39）， extrinsic motivation is defined as behaviors carried out in anticipation of rewards such as money， prizes ，grades and even a type of positive feedback from the outside and beyond the self or in order to avoid punishment.1.3 Task Motivation & Resultative MotivationIn terms of process and res

15、ult， motivation can bedivided into task motivation and resultative motivation. Task motivation refers to joy or achievement that the leaner experiences in the process of leaning. While resultative motivation refers to the impetus that the learner got just because of the success he achieved in thelea

16、rning. At first， Gardener assumes that motivation isthe cause of L2 achievement. However， it is also possible that motivation is the result of learning. From the above， we are clear the classification of motivation， thatdoesnt mean that we will consider it seperately. They are sometimes related to e

17、ach other. Once we understand the classification of motivation ， we will try our best to cultivate students motivation from every aspect.2. Survey Reports on Non- English Majors Learning Motivation This study sampled 500 undergraduate students of non-English majors at random from universities in Xia

18、n in grade 2010， 2011， 2012. The objects of survey came from all different provinces of China. At the age of 18-21 ， they have learned English for 7-9 years.The survey covers students from different department. 500 questionnaires were distributed by the English teachers and were finished in 15 minut

19、es in regular classroom. And then all the questionnaires were collected. From the feedback ， the valid questionnaires were 476， and the rate is 95.2%.It shows that the interest of non-English students is low. And at the same time ， the number of students who have interests but no confidence take up

20、a great part.3. The Major affecting factors of English motivation3.1 The Traditional assessmentIn college ， the traditional assessment of the term examination is made up of the final mark（80%） and theclass presentation （20%）. From the traditional system of the assessment ， it is believed that the st

21、udentscompetence is tested by the test. Students always brace the Buddhas feet and pray for help when the exam is coming. However， they never master the knowledge and improve their competence in a sense. The teacher is limited in marking the class presentation， so it is difficult to arousestudent s

22、interesting in learning.3.2 Lacking InterestsInterest has a close relationship with English learners intrinsic motivation. However， it shows thatthe students interest in learning is low. We know that the person who has a big interestin English will learn itspontaneously.3.3 No Self-confidenceThe sur

23、vey report shows that most of the students have no self-confidence. Nearly all the available literaturesuggests that self-confidence is closely related to second language learning. According to Dulay etal（ 1982： 75），all things being equal， the confident secure person is amore successful language lea

24、rner. They suggest that self-confident people have the advantage of not fearing rejection and are therefore more likely to put themselves in learning situations and do so repeatedly.4. Strategies on Cultivating Students Motivation4.1 Changing the Traditional Teaching MethodIn most colleges ， English

25、 classes are held in a big classroom with about 40 to 50 students. Students in the classroom are always supposed to learn passively under the instruction of their English teachers.Teachers are often spend most of the class time to explain the language points ， and students can only passively listen

26、and make notes，which is consider ed useless. Whats more， some teachers even try to control their students in their classroom teaching. We have accustomed to this kind of teaching model， but we should change the model， perhaps lettingthe students act as a teacher in class is a good idea. In this way，

27、 not only can students act a new role ， but gain a significant experience in his study. They will makeenough preparation ， consult reference book， surf the web to get the relevant information， and so on. This kind ofteaching is beneficial to students. And also teacher can design various interesting

28、class activities and encourage the students to involve actively.4.2 DevelopingLearner s Self -confidenceSelf-confidence plays an important role in English learning. A learners self -confidence will haveconsiderable influence on the way in which he or she learns. That is to say a learner who has conf

29、idence in himself can clearly know what he should do in his study. So teachers should often encourage and praise students ， help them to build confidence to deal with problem， fight againstdifficulties and have the drive to finish the task alone. Because students who have big confidence can exert th

30、eir potential abilities and make clear what their responsibility is. Confidence is a great factor of sustaining the intrinsic motivation. So in the class teacher should be familiar with the levels of all the students. If students answer the question correctly ， the teacher should praise the students

31、 instantly.4.3 Arousing Students Interests in the TargeCultureTeacher should develop students cross -cultural awareness and let students know and understand the culture ， custom， and religion of the target language. As Dornyei maintains that “language is socially and culturally bound， their effectiv

32、e study requires a positive disposition towards everything the L2 associated with”（2001： 54） . By knowing more knowledge of the target language ， students will be more willing to communicate with the speaker of target language. He also argues that “willingness tocommunicate is a fairly stablepersona

33、lity trait ， developed over years ”（ 2003：12）. With the knowing and understanding of the target culture，students are gradually interested in the culture and they begin to interested in the target language. Once a student is eager to do something， his intrinsic motivation ismotivated. He will spare no effort to do it.4.4 Creating a Relaxed and Positive Learning ClimateClimate is important because it creates an environment that encourages both achievement and motivation. In a friendly atmosphere ， students can feel secure and relaxed ， and their se