为了教会学生语言技巧听Word文件下载.docx
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为了教会学生语言技巧听Word文件下载.docx
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美容科陳春茹
附記:
為了教會學生語言技巧(聽、說、讀、寫),讓學習語言變得更有趣且保持學習興趣,老師必須去創造語言教法,以提昇學生學習語言的動機,習得適當的語言。
因此,這篇文章的目標是應用動機的策略在教學情境上,以改善學生學習語言的動機。
第一部份是定義:
第二語言領域的動機(整合性V.S.工具性&
內、外在動機)。
第二部份描述一些動機策略,並應用在教學情境裡,以提昇學生學習動機,將有助於學生學生語言。
1.Introduction
Inordertoteachthestudentsthelanguageskillssothattheybecomemoreinterestedinlearningthelanguage,andtomaintaintheirinterestinlanguagelearningwhenEnglishisnotseenasimportantfortheirimmediateneeds,otherthantopasstheexams,teachershavetofindcreativewaystoteachlanguageandincreasestudents’motivationtolearnlanguageandtogetthemeventuallytoappreciatethelanguage.Therefore,thisessayaimstoapplymotivationalstrategiesinateachingcontexttoimprovestudents’motivationinlearninglanguage.ThefirsthalfoftheessaysetsouttodefinemotivationintheL2field,focusingontheintegrative-instrumentalcontrastandinternal-externalmotivationarerelationtotheteachingcontext.Iwillexaminethedifferentaspectsofmotivationandidentifythefeatures,whichareofrelevancetomyownteachingcontext.Thesecondhalfoftheessaywillattempttooutlinemotivationalstrategiesformystudentsinmyteachingcontext.Iintendtofocusonmotivationalstrategiesthatfocusonself-confidenceandusethesetodevelopstudentmotivation.Inordertobuildupacomprehensivesetofvalidmotivationalstrategiesforapplicationinmyteachingcontext,IalsousetheDornyeiandCsizer‘s(1998)‘Tencommandmentsformotivatinglanguagelearners’,whichfocusesonthedifferentphasesofDornyei’s(2001:
22)processmodelofmotivationinlanguagelearning.Theimplicationisthatbyapplyingthesemotivationalstrategies,student’smotivationcouldbeincreased.Thus,theymaybeusefultohelpmystudents’motivationinlearninglanguage.
2.Literaturereview
2.1WhatismotivationintheL2field?
MotivationisverydifficulttodefineinL2field.Therearemanydifferentdefinitions.Dornyei(1998)statesthatmotivationenergiseshumanbeingandprovidesdirection.Gardner(1985)describeshissocio-educationalmodeloflanguagelearning.Hehasexaminedtheissueontheoreticalandempiricalbasisfromthesocialpsychologicalpointofview(Gardner,1979,1985;
Gardner&
MacIntyre,1993).ThebasicprincipleofGardner'
s(1985)viewofmotivationandsecondlanguageacquisitionisthatattitudeandmotivationinfluencesecondlanguageacquisition.Anumberofresearchershaveintroducedbroaderconceptsofmotivation,basedonamultiplenumberoffactors,buildingoncognitivepsychologyandevenonGardner’stheoreticalunderpinning(Dornyei1994,1998,2001;
Oxford1994;
OxfordandShearin1994;
CrookesandSchmidt1991).CrookesandSchmidt(1991)identifymotivationasthelearner’sorientationwithregardtothegoaloflearningasecondlanguage.Anotherwaytosaythisisthatmotivationisgoal-directedbehavior.ThemotivationofL2learningisrelatedtoMaslow’s(1970)hierarchyofhumanneeds.CrookesandSchmidt(1991)IdentifiesfourareasofL2motivation:
themicrolevel,theclassroomlevel,thesyllabuslevelandalevelinvolvingfactorsfromoutsidetheclassroom.InDornyei’s(1994)taxonomy,motivationiscomprisedofthreelevels:
thelanguagelevel,thelearnerlevelandthelearningsituationlevel.Themotivationprocessesatthelanguagelevelcanbedescribedcomprehensivelybyusingthetraditionalconceptsofintegrativeandinstrumentalmotivation;
atthelearnerlevelmotivationinvolvestheinfluenceofvariousindividualtraitsoflanguagelearners,suchas,theneedforachievementandself-confidence.Thelearningsituationlevelisalsoinfluencedbyanumberofintrinsicandextrinsicmotives.Forexample,extrinsicmotives:
coursearerelatedtothesyllabus,theteachingmaterials,theteachingmethodandlearningtasks.Intrinsicmotives:
teacherconcernsthemotivationalimpactoftheteacher’spersonality,behaviourandteachingstyle,thegroupisrelatedtothecharacteristicsofthelearnergroup.Ibelievethatmotivationisdynamicinnatureandcanvaryfrommomenttomomentdependingonthelearningcontextortask.Itisalsodifficulttopreciselyconceptualizewhatmotivationis,asdifferentresearchershavedifferentoperationaldefinitions.Ibelieveintegrative-instrumentalandinternal-externalmotivationsareveryimportantpartofwholeconstructivemotivation.Inturn,Iexaminethefollowingdifferentaspectsofmotivationandidentifythefeatures,whichareofrelevancetomyownteachingcontext.
2.2Thedistinctionbetweenintegrativeandinstrumentalmotivation
GardnerandLambert(1959)firstmadethedistinctionbetweenintegrativeandinstrumentalmotivationthathasinfluencedaconsiderableamountofL2-relatedresearch.GardnerandLambert(1972)andGardner(1985)dividemotivationintotwobasictypes:
integrativeandinstrumental.GardnerandLambert(1972)coinedthetermsintegrativemotivationtorefertolanguagelearningforpersonalgrowthandculturalenrichment,thatisthelearnerdesirestolearnalanguagetointegratesuccessfullyintothetargetlanguagecommunity,orSkehan’s(1989)pointsouttheInternalCauseHypothesis,whichmeansthelearningactivityitself;
instrumentalmotivationortheCarrotandStickHypothesis(Skehan1989)areregardedmotivationasarisingoutofaneedtolearntheL2forfunctionalorexternalreasons.Theseincludetheachievementofgoals,utilitarianpurposesforlearningsuchaspassingexams,financialrewards,furtheringacareerorgainingpromotion.Dornyei(1990)postulatesamotivationalconstructconsistingofaninstrumentalandintegrativemotivationalsubsystem,needforachievementandattributionaboutpastfailures.Brown(1994)makesthepointthatbothintegrativeandinstrumentalmotivationsaremutuallyinclusive.Mostsituationsinlearninglanguageinvolveamixtureofeachtypeofmotivation.Infact,itdifficulttoattributelearninglanguagesuccesstocertainintegrativeorinstrumentalcauses.Forexample,IlearntEnglishforacademic(instrumental)purposeswhileatthesametimewishingtobecomeintegratedwiththepeopleandcultureinBristol.However,inmyopiniontheimportanceofintegrativeandinstrumentalmotivationdependsonsituationsorcontexts,whetherlearninglanguagefunctionsmoreasaforeignlanguageorasasecondlanguage.IncurrenteducationinTaiwan,learningEnglishforlearnersstudyingatschoolisanEnglishforeignlanguagesituation.Ithinkthatmostofthelearners’desiretolearnEnglishforutilitarianpurposes.Theyregardlanguageasapotentialtool,whichmaysimplybeuseful.Forexample,applyingforajob,readingtechnicalmaterialandmeetingrequirementsforschoolgraduation.Inmyteachingexperience,mystudentsmakeeffortstolearnEnglishmainlyforfunctionalreasons-topassanexaminationortogetgoodgradesinrequiredcourses,togetabetterjob,eventogetaplaceatuniversity.Hence,instrumentalmotivationisperhapsmoreimportantthanintegrativemotivationinTaiwanesecontext.
2.3Distinctionbetweenintrinsicandextrinsicmotivation
InlinewithGardner,DeciandRyan(1985)createtheconstructofintrinsicandextrinsicmotivationtheory.Intrinsicmotivationreferstothemotivationtoengageinanactivitybecausethatactivityisenjoyableandsatisfyingtodo.Extrinsicallymotivatedlearnersarethosewhoseactionsarecarriedouttoachievesomeinstrumentalend,suchas,earningarewardoravoidingapunishment.Thisinternal-externaldistinctionisonethathasplayedasignificantpartinmanycurrenttheoriesofmotivation.AccordingtoHarter(1981),whodistinguishesfiveseparatedimensionsthatareconsideredtocomprisemotivation,eachofwhichisdefinedbyanintrinsicandextrinsicpole,theseconceptshavebeenusedtoexplaindifferencesinmotivationbetweendifferentlearners.However,itishardtoconsidermotivationassomethingthatiseithersimplyinternalorexternaltothelearner.Forexample,learnerswhostudyhardtolearnL2maybeintrinsicallyorextrinsicallymotivatedormanyhaveamixtureofbothintrinsicandextrinsicreasonspromptingthem.IntrinsicandextrinsicconstructhasawiderdistinctionfromGardner’s(1985)integrative-instrumentalmotivation.Forexample,Bailey(1986)illustratestherelationshipbetweenthemotivationaldichotomies(seeBrown,1994:
156).AsextrinsicmotivationmayturnouttobeintegrativemotivationifsomeoneelsewishestheL2learnertoknowtheL2forintegrativereasons;
extrinsicmotivationcouldturnouttobeinstrumentalmotivationifanexternalpowerwantstheL2learnertolearntheL2language.Inaddition,intrinsicmotivationcanturnouttobeintegrativemotivation,iftheL2learnerwishestointegratewiththeL2culture;
intrinsicmotivationcanalsoturnouttobeinstrumentalmotivationiftheL2learnerwishestoachievegoalsutilizingL2.Frommyownpointofview,thelearnerswithsimilarinstrumentalmotivationmightshowastrikingdifferencebetweenintrinsicandextrinsicmotivation.Similarly,thelearnerswiththesameintegrativemotivationcanshowvastdifferencesofintrinsicandextrinsicmotivation.Asdiscussedabove,intrinsicandextrinsicmotivationisrelevanttointegrativeandinstrumentalmotivationinrelationtoL2languagelearning.
3.Motivationstrategiesusedinmyteachingcontext
3.1Profileofthepupilsandteachingcontext
Thelearners,whomIamteachingnow,areallfemalepart-timepupilsinthevocationaleveningschoolinasmalltowninthecentralpartofTaiwan.Theyareagedfrom15to20.Thereare36girlswhositinrowsin
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