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