在艺术中专英语教学中激发学生的学习动机

摘要

七十年代以来,外语教学研究的兴趣已逐渐从教师的教学转向学生的学习,对外语学习中的动机研究即为这种转向的标志之一.到目前为止许多对动机和外语学习进行了大量的研究.其中LAMBER和GARDNER把外语学习动机分为工具型动机和融合型动机.根据学生动机的原因,动机还可分为内在动机和外在动机.此外,还有长期动机,短期动机,成就动机等.这些学习动机都对外语教学有着很大的影响.艺术中专是一种特殊的普通中专,它虽类属于中专,但又不同于一般性质的普通中专.艺术中专毕业的学生可以参加全国高考,通过高考进入各大学的艺术类专业.因此,艺术中专的学生学习的课本是普通中学的课本.但同时,艺术中专的学生文化基础差,底子薄,尤其英语,要学懂普通高中的课本有相当大的困难.作者以所在艺术中专高中部分108名学生为调查对象,以第二学期期末英语成绩为分类依据,把他们分为二组.一组为平均分以上,二组为平均分以下,对艺术中专学生的英语学习动机进行了一次小规模的问卷调查.调查结果表明:1)大多数艺术中专学生的英语学习动机有必要调整.2)大多数艺术中专学生的英语学习动机是工具型动机或证书动机.3)成功的学习者属于内在动机,不成功的学生属于外在动机.4)艺术学校的学生英语基础差,但也不得不去学习普通中学的教材,这些教材对于艺术学校的学生来说很有难度.5)艺术学校的学生重专业,轻文化.该文根据艺术中专的英语教学的实际情况及调查结果,针对如何激发艺术中专学生英语学习动机提出以下几点教育对策:1)改变学校教育政策.2)重新激发学生的英语学习动机.3)运用内在动机法.4)运用激发式方法.5)帮助在英语学习上焦虑的学生.6)根据目标教学.7)满足学生们的心理需要.8)帮助学生建立信念.9)加强学生参与性.10)检验学习效果.11)鼓励学生学习英语.12)帮助学生培养责任感和独立性.

目录

文摘

英文文摘

Acknowledgement

Chapter one: INTRODUCTION

1.1 Previous Motivation Research

1.2 Current Research on Motivation

Chapter Two: THE SIGNIFICANT STUDIES OF MOTIVATION IN FROEIGN LANGUAGE LEARNING

2.1 Definition of Motivation

2.1.1 Previous Definition of Motivation

2.1.2 A New Definition of Motivation

2.1.3AProposedModelofMotivation

2.2 The Classification of Motivation and Its Function

2.2.1 Instrumental, Integrative, and Assimilative Motivation

2.2.2 Intrinsic and Extrinsic Motivation

2.2.3 Social Group Identification Motivation

2.2.4 Short-term Motivation and Long-term Motivation

2.2.5 Achievement Motivation

2.2.6 Resultative Motivation

2.3 Some Theories on Motivation

2.3.1 Behavioral View

2.3.2 Humanistic View

2.3.3 Cognitive Theories of Motivation

2.3.4 Social Learning Theories

2.4 A Social Constructivist Perspective of Motivation

2.5 The Roles of Motivation

2.5.1 Roles of Instrumental and Integrative Motivation

2.5.2 Roles of Intrinsic and Extrinsic Motivation

2.5.3 Roles of Long-term and Short-term Motivation

2.5.4 Roles of Achievement Motivation

2.6 The Importance of Motivation

Chapter Three: a Research on PRESENT ENGLISH LEARNING MOTIVATION SITUATION OF THE STUDENTS IN ART SCHOOLS

3.1 The Aims of the Questionnaire

3.2 Subjects

3.3 Method Ⅰ

3.3.1 Section One of The Questionnaire

3.3.2 Section Two of The Questionnaire

3.3.3 Method Ⅱ

3.4 Data Collection and Analysis

3.5 Understand Furthermore From Having Talks With Teachers and Students in Art Schools

3.6 Results and Discussion

Chapter Four: SOLUTION

4.1 Changing School's Policies

4.2 Reestablishing the Learner's Foreign Language Learning Motivation

4.3 Intrinsically Motivating Dynamics

4.4 Using Arousal

4.4.1 Incorporating Students' Interests

4.4.2 Arousing Curiosity

4.5 Helping Anxious Students

4.6 Setting and Working Toward Goals

4.7 Meeting Needs

4.7.1 Satisfying Students' Needs

4.7.2 The Need to Achieve

4.8 Setting Up Beliefs

4.9 Having Students Participate

4.10 Assessment on Study

4.11 Encouraging Students

4.12 Helping Students Develop Responsibility and Independence

Chapter Five: CONCLUSION

REFERENCES

APPENDIX 1

APPENDIX 2

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