Effective Motivational Strategies and English Learning Efficiency英语专业硕士毕业论文

1、lead a horse to water and help it drinkeffective motivational strategies and english learning efficiencychapter1 introductionsince the 1970s western applied linguists and psychologists have begun to pay more attention to the study of individual differences. their research interest in efl has shifted

2、 from teachers teaching to students learning and an increasing number of studies have been undertaken from the students perspective. the factors concerning individual differences generally contain age, sex, language aptitude, cognitive style, personality, learning strategies, motivation and attitude

3、. among which motivation is one of the most heated topics.most studies report a high correlation between motivation and achievement, and this correlation is taken as evidence that a highly motivated student will do well in school. it is accepted for most fields of learning that motivation is essenti

4、al to success and that. unmotivated students just wont learn and that a well motivated student badly taught will probably do better than a poorly-motivated student well-taught. motivation determines the students level of attention during class, and assiduity with which he does his homework and revis

5、es what he had been taught during the day. it certainly has a deep influence on the effectiveness of learning. (cunningsworth.2000). as s. p. corder 2000) put it, given motivation, one is inevitable to learn a language if he is exposed to the l2 data. motivation, defined as the impetus to create and

6、 sustain intentions and goal-seeking acts (ames & ames, 1989), is important because it determines the extent of the learners active involvement and attitude toward learning. anyhow motivation plays important roles in learning. thus all standard books on educational psychology have chapters on motiva

7、tion and its effect on the learning process. the national standards for english in schools has also listed learning motivation as one of the important factors attached to affective goals. chapter 2 literature review2.1 definition of motivation virtually everyone associated with education agrees that

8、 motivation is important but it is difficult to find a clear definition of the concept. motivation, at its most basic level, is some kind of internal drive which pushes someone to do things in order to achieve something, psychologists have invented the concept of motivation to account for certain ob

9、servable behaviors. these behaviors are more readily observed and therefore more easily accounted for when they relate to physical needs such as hunger and shelter than when they relate to abstract concept such as the motivation to learn. as h douglas brown points out, a cognitive view of motivation

10、 includes factors such as the need for exploration, activity stimulation, new knowledge, and ego enhancement (brown 2000: 160-66). marion williams and richard burden suggest that motivation is a state of cognitive arousal which provokes a decision to act as a result of which there is sustained intel

11、lectual and/or physical effort so that the person can achieve some previously set goal. ( williams and burden 1997: 120 ). they go on to point out that the strength of that motivation will depend on how much value the individual places on the outcome he or she wishes to achieve. adults may have clea

12、rly defined or vague goals. childrens goals, on the other hand, are often more amorphous and less easy to describe, but they can still be very powerful. the above definitions of motivation were gleaned from a variety of psychology textbooks and reflect the general consensus that motivation is an int

13、ernal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction (see kleinginna and kleinginna, 1981a). internal state or condition that activates behavior and gives it direction; desire or want that energizes and directs g

14、oal-oriented behavior; influence of needs and desires on the intensity and direction of behavior. franken (1994) provides an additional component in his definition: the arousal, direction, and persistence of behavior. while it is still not widespread in terms of introductory psychology textbooks, ma

15、ny researchers are now beginning to acknowledge that the factors that energize behavior are likely different from the factors that provide for its persistence. 2.2 importance of motivationmost motivation theorists assume that motivation is involved in the performance of all learned responses; that i

16、s, a learned behavior will not occur unless it is energized. the major question among psychologists, in general, is whether motivation is a primary or secondary influence on behavior. that is, are changes in behavior better explained by principles of environmental/ecological influences, perception,

17、memory, cognitive development, emotion, explanatory style, or personality or are concepts unique to motivation more pertinent?for example, we know that people respond to increasingly complex or novel events (or stimuli) in the environment up to a point and then responses decrease. this inverted-u-sh

18、aped curve of behavior is well-known and widely acknowledged (e.g., yerkes&dodon, 1908). however, the major issue is one of exploitations to this phenomenon. is this a conditioning ( the individual behaving because of past classical or operant conditioning),or a motivational process (from an interna

19、l state of arousal)? or is there some better explanation? 2.3 explanations of influences/causes of arousal in general, explanations regarding the source(s) of motivation can be categorized as either extrinsic (outside the person) or intrinsic (internal to the person). intrinsic sources and correspon

20、ding theories can be further subcategorized as either body/physical, mind/mental (i.e., cognitive, affective, conative) or transpersonal/spiritual.motivation to learnextrinsicintrinsicoperant conditioningsocial cognitioncognitionaffectconationbiologyspiritualfigure 1 motivation to learn (citation: h

21、uitt, w. (2001)in current literature, needs are now viewed as dispositions toward action (i.e., they create a condition that is predisposed towards taking action or making a change and moving in a certain direction). action or overt behavior may be initiated by either positive or negative incentives

22、 or a combination of both. the following chart provides a brief overview of the different sources of motivation (internal state) that have been studied. while initiation of action can be traced to each of these domains, it appears likely that initiation of behavior may be more related to emotions an

23、d/or the affective area (optimism vs. pessimism; self- esteem; etc.) while persistence may be more related to conation (volition) or goal-orientation. table 1 sources of motivational needssources of motivational needsbehavioral/external elicited by stimulus associated/connected to innately connected

24、 stimulus obtain desired, pleasant consequences (rewards) or escape/avoid undesired, unpleasant consequences social imitate positive models be a part of a group or a valued member biological increase/decrease stimulation (arousal) activate senses (taste, touch, smell, etc. decrease hunger, thirst, d

25、iscomfort, etc. maintain homeostasis, balance cognitive maintain attention to something interesting or threatening develop meaning or understanding increase/decrease cognitive disequilibrium; uncertainty solve a problem or make a decision figure something out eliminate threat or risk affective incre

26、ase/decrease affective dissonance increase feeling good decrease feeling bad increase security of or decrease threats to self-esteem maintain levels of optimism and enthusiasm conative meet individually developed/selected goal obtain personal dream develop or maintain self-efficacy take control of o

27、nes life eliminate threats to meeting goal, obtaining dream reduce others control of ones life spiritual understand purpose of ones life connect self to ultimate unknowns 2.4 theories of motivation the following provides a brief overview to any terms or concepts and theories of motivation2.4.1 behav

28、ioral each of the major theoretical approaches in behavioral learning theory posits a primary factor in motivation. classical conditioning states that biological responses to associated stimuli energize and direct behavior. operant learning states the primary factor is consequences: the application

29、of reinforces provides incentives to increase behavior; the application of punishers provides disincentives that result in a decrease in behavior. 2.4.2 cognitive there are several motivational theories that trace their roots to the information processing approach to learning. the cognitive approach

30、es, cognitive dissonance theory suggests that we will seek balance or homeostasis in our lives and will resist influences or expectations to change. how, then, does change or growth occur. one source, according to piaget, is biological development. as we mature cognitively we will rework our thinkin

31、g and organizations of knowledge (e.g., schemas, paradigms and explanations) to more accurately reflect our understanding of the world. one of those organizations involves our explanations or attributions of success or failure. after puberty, when biological change slows down considerably, it is ver

32、y difficult to change these attributions. it requires a long-term program where constant feedback is given about how ones behavior is responsible for ones success. 2.4.3 psychoanalytic theoriesthe psychoanalytic theories of motivation propose a variety of fundamental influences. freud (1990) suggest

33、ed that all action or behavior is a result of internal, biological instincts that are classified into two categories: life (sexual) and death (aggression). many of freuds students broke with him over this concept. for example, erikson(1993) and sullivan (1968) proposed that interpersonal and social

34、relationships are fundamental, adler (1989) proposed power, while jung (1953, 1997) proposed temperament and search for soul or personal meaningfulness.2.4.4 humanistic theoriesone of the most influential writers in the area of motivation is abraham maslow (1954). abraham maslow (1954) attempted to

35、synthesize a large body of research related to human motivation. prior to maslow, researchers generally focused separately on such factors as biology, achievement, or power to explain what energizes, directs, and sustains human behavior. maslow posited a hierarchy of human needs based on two groupin

36、gs: deficiency needs and growth needs. within the deficiency needs, each lower need must be met before moving to the next higher level. once each of these needs has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency. the first four level

37、s are: 1) physiological: hunger, thirst, bodily comforts, etc.; 2) safety/security: out of danger; 3) belongings and love: affiliate with others, be accepted; and 4) esteem: to achieve, be competent, gain approval and recognition.figure 2 maslows hierarchy of needs according to maslow, an individual

38、 is ready to act upon the growth needs if and only if the deficiency needs are met. maslows initial conceptualization included only one growth need-self-actualization. self-actualized people are characterized by: 1) being problem-focused; 2) incorporating an ongoing freshness of appreciation of life

39、; 3) a concern about personal growth; and 4) the ability to have peak experiences. maslow later differentiated the growth need of self-actualization, specifically naming two lower-level growth needs prior to general level of self-actualization (maslow & lowery, 1998) and one beyond that level (maslo

40、w, 1971). they are: 5) cognitive: to know, to understand, and explore; 6) aesthetic: symmetry, order, and beauty; 7)self-actualization: to find self-fulfillment and realize ones potential; 8) self-transcendence: to connect to something beyond the ego or to help others find self-fulfillment and reali

41、ze their potential.maslows basic position is that as one becomes more self-actualized and self-transcendent, one becomes more wise (develops wisdom) and automatically knows what to do in a wide variety of situations. daniels (2001) suggests that maslows ultimate conclusion that the highest levels of

42、 self-actualization are transcendent in their nature may be one of his most important contributions to the study of human behavior and motivation.maslow published his first conceptualization of his theory over 50 years ago (maslow, 1943) and it has since become one of the most popular and often cite

43、d theories of human motivation. an interesting phenomenon related to maslows work is that in spite of a lack of evidence to support his hierarchy, it enjoys wide acceptance (wahba & bridgewell, 1976; soper, milford & rosenthal, 1995). the few major studies that have been completed on the hierarchy s

44、eem to support the proposals of william james (1892/1962) and mathes (1981) that there are three levels of human needs. james hypothesized the levels of material (physiological, safety), social (belongingness, esteem), and spiritual mathes proposed the three levels were physiological, belonginess, a

45、nd self-actualization; he considered security and self-esteem as unwarranted. alderfer (1972) developed a comparable hierarchy with his erg (existence, relatedness, and growth) theory. his approach modified maslows theory based on the work of gordon allport (1960, 1961) who incorporated concepts fro

46、m systems theory into his work on personality.table 2 alderfers hierarchy of motivational needs level of need definition properties growth impel a person to make creative or productive effects on himself and his environmentsatisfied through using capabilities in engaging problems; creates a greater

47、sense of wholeness and fullness as a human beingrelatedness involve relationships with significant otherssatisfied by mutually sharing thoughts and feelings; acceptance, confirmation, under- standing, and influence are elementsexistence includes all of the various forms of material and psychological

48、 desireswhen divided among people one persons gain is anothers loss if resources are limitedmaslow recognized that not all personalities followed his proposed hierarchy. while a variety of personality dimensions might be considered as related to motivational needs, one of the most often cited is tha

49、t of introversion and extroversion. reorganizing maslows hierarchy based on the work of alderfer and considering the introversion/extraversion dimension of personality results in three levels, each with an introverted and extroverted component. this organization suggests there may be two aspects of

50、each level that differentiate how people relate to each set of needs. different personalities might relate more to one dimension than the other. for example, an introvert at the level of other/relatedness might be more concerned with his or her own perceptions of being included in a group, whereas a

51、n extrovert at that same level would pay more attention to how others value that membership. table 3 a reorganization of maslows and alderfers hierarchies levelintroversionextroversiongrowthself-actualization (development of competencies knowledge, attitudes, and skills and character)transcendence (

52、assisting in the development of others competencies and character; relationships to the unknown, unknowable)other (relatedness)personal identification with group, significant others (belongingness)value of person by group (esteem)self (existence)physiological, biological (including basic emotional n

53、eeds)connectedness, securityat this point there is little agreement about the identification of basic human needs and how they are ordered. for example, ryan & deci (2000) also suggest three needs, although they are not necessarily arranged hierarchically: the need for autonomy, the need for compete

54、nce, and the need for relatedness. thompson, grace and cohen (2001) state the most important needs for children are connection, recognition, and power. nohria, lawrence, and wilson (2001) provide evidence from a sociobiology theory of motivation that humans have four basic needs: (1) acquire objects

55、 and experiences; (2) bond with others in long-term relationships of mutual care and commitment; (3) learn and make sense of the world and of ourselves; and (4) to defend ourselves, our loved ones, beliefs and resources from harm. the institute for management excellence (2001) suggests there are nin

56、e basic human needs: (1) security, (2) adventure, (3) freedom, (4) exchange, (5) power, (6) expansion, (7) acceptance, (8) community and (9) expression.it should be noticed that bonding and relatedness are a component of every theory. however, there do not seem to be any others that are mentioned by

57、 all theorists. franken (2001) suggests this lack of accord may be a result of different philosophies of researchers rather than differences among human beings. in addition, he reviews research that shows a persons explanatory or attribution style will modify the list of basic needs. therefore, it s

58、eems appropriate to ask people what they want and how their needs could be met rather than relying on an unsupported theory. for example, waitley (1996) advises having a person imagine what life would be like if time and money were not an object in a persons life. that is, what would the person do this week, this month, next month, if he or she had all the money and time needed to engage in the activities and were secure that both would be available again next year. with some follow-up questions to identify what is keeping the person from happe