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EnglishLearningmotivation

【Abstract】motivationthataffectsanimportantfactorinEnglishlanguagelearning,thisarticlefromtheEnglishlearningmotivationtowritepapersonbehalfoftheroleofthetypesofEnglishlearningmotivation,theimpactofEnglishlearningmotivationfactorsandstimulateEnglishlearningdynamicmethodstodescribethisview.

【Keywords】Englishlearningmotivationtostimulate

MotivationhasalwaysbeenregardedastheimpactofEnglishlanguagelearninganimportantfactor.ThepurposeoflearningEnglishistogainknowledgeofEnglishtouseEnglishforcommunication.Itisapointtolearningtaskforceofthedesireforknowledge.ThisarticlediscussesthefollowingaspectswillbedrivingforcefortheEnglishlearninganimportantfactor:

First,motivationfortheroleofEnglishlanguagelearning

Therealneedtogeneraterealmomentum,thisneedcanbelife,therealityoftheneeds,canalsobepsychological,spiritualneeds.StudentsstudyingabroadtomastertheEnglishlanguage,gotoworkinforeigninvestedenterprisesmustmastertheEnglishlanguage,havetheseneeds,wewillhavethemotivationtolearn,youcanmastertheEnglishlanguage.RedArmycanbeovercomealmostimpossibletoovercomethedifficultiesanddesperatetofinishthelongmarchroutes,thisisbecausetherealneeds,theneedsofsurvival,sothattheyspreadtheachievementsoftheage-oldmiracle.

LearningEnglishhaveagreatermotivation.Everytimeyousitdowntostudy,whetherathomeorinthelanguagecenterwillneedtoconcentrateonshort-termdrivingforceforreadingandlistening,butmoreneedslong-termdrivingforce,toensuretheregulardaytodosuchathing-thisisthemostdifficult.SomanypeoplestartedlearningEnglish,sometimesoontogiveup-wecanlearnEnglishisnotacontinuousimprovementprocess,butthroughaseriesofsuddenincreaseanditseemsthatthereisnochangeintheintervalstage,andthisistheso-calledplateaueffect.

InshortmotivationforlearningEnglishhasanimportanteffect,sothelearningofEnglishlearnersintheprocessoflearningtokeepthemomentum.Andthismomentummustbeaveryurgent,timetoremindyoutolearnEnglish,whichmustalsobeaverystrongmotivationtodriveyoutolearntoovercomeanydifficultiesontheroad.

Second,thetypeofmotivation

ManylinguistsbelievethattheformationofmotivationTherearetwomaincauses:atargetfromthestudents(targetlanguage)oftheirowninterests,thatis,intothedynamictype(integrativemotivation).Theso-calledintegration,isthetargetlanguagelearnerstounderstandthesocietyorhaveaspecialinterestinthehopethatexchangeswithorcloseto,orexpecttotakepartinortointegrateintothesocietyofsociallife.Anotherdrivingforceisatool-type(instrumentalmotivation),referstotheaimoflearnersreceivefinancialbenefitsorotherbenefits,suchasthroughanexaminationtoobtainscholarships,competentjob,mentioningthepostpromotions.

BothGardnerandLambertwillbethedrivingforcetolearnEnglishhasdoneessentiallythesamedivision.Theypointedoutthat:integration-typedynamic(integrativemotivation)arisefromlearnerslookforwardtoworkingwiththelanguageofculturalassimilationofthisdesire,andthelearningobjectivesoftheeventasacareer,thatisperformance-baseddrivingforceasatool(instrumentalmotivation).Ellisalsocommented:Insomecases,perhapsacombinationofbetterpromotionofEnglishstudies.HealsosaidthatpeoplelearningEnglish,onlyonedrivingforceforthesituationisrare,manypeoplemaybelearningachievementswiththesetwocloselyrelatedtomotivation.

China'sWenQiufangscholarswillbeclassifiedasEnglishlearningmotivationdynamicsurface(surfacemotive)anddeepdrivingforce(deepmotive),andpointedoutthatthesurfacedynamicsusuallyassociatedwithindividualsdirectlyrelatedtothefuture,powerfromtheoutside;deepmotivationandlearningaregenerallynotpersonalfutureandeconomicinterestsdirectlylinkedto,motivationcomesfromtheEnglishlanguageorcultureoftheirowninterests.

Third,theimpactofEnglishlearningmotivationfactor

TheimpactofEnglishlearningmotivationfactors,mainlyfromtwoaspects:thestudentsthemselvesandtheexternalenvironment.Somelinguists,suchasEllishasusedtheterminherent(intrinsic)andexternal(extrinsic)twoterms.Internalfactorsmainlyrefertothoseandlearnerspersonality-relatedfactors,suchasinterest,emotional,self-esteem,self-confidence,asenseofachievementandsoon,ofcourse,talent,intelligenceandotherfactors.Asweallknow,themajorityofChinesestudentsbelongingtoaninward-lookingcharacter.Inwithpeople,especiallyindealingswithforeigners,oftenshowsymptomsofnervousness.Sometimes,theyprefertoremainsilent,donotwanttoslipofthetongueintheconversationtookplace.Iftheyfindthattheirwrong,theywillbebecauseoflossoffaceandremorse.Stevicksaidthatthisman-madedefensivelearners(defensivelearners).TheseinternalfactorsundoubtedlyEnglishLearningtoovercomeobstacles.

Comparedwiththeinternalfactors,externalfactorsinvolvedinawiderrange,includingenvironmentalimpact,classarrangement,teachingmaterialsfactors,theroleofteachersandsoon.Iftheclassroomenvironmenttoo,itwilldirectlyaffectthemoodofthelearner,butalsodispersedlearner'sattention.Classmaterialsandunreasonablearrangements,studytheeffectofcertainwell,learnerswillloseinterestinlearning.Ifateacherisasinglerigidteachingmethods,thelackofflexibility,learnerswillfindboring,thenthey

Listening,speakingEnglishandotherbasicskillscannotbewellimproved.

Fourth,thedrivingforcetostimulateEnglishlearningmethod

Firstofall,wouldliketolearnEnglishwell,firstofall,tocultivatetheirenthusiasmforEnglish.Einsteinoncesaid:Loveisthebestteacher.Interestedinthequalityofapotential,itcanstimulatestudentsinlearningactivitiesandthepursuitoflovingpsychologicaltendency,itistoovercomedifficultiesandpromotethelearningactivitiesoftheinternalmomentum.Thisshowsthatstudentinterestinlearningcannotonlytranslateintomotivation,butalsocanpromotethedevelopmentofintelligentstudentstoachievethepurposeoftheenhancementoflearningeffectiveness;thecontrary,thestudentsthatiftheyloseinterestinlearning,learningwillnolongerbeahappything,butaheavyburden,thelearningoutcomescanbeimagined.Therefore,interestinlearningEnglishisahugedrivingforce,interestinlearningEnglishmoreconcentrated,theenthusiasmoflearningthehighertheeffectoflearning,thebetter.InEnglishteaching,wemustcontinuetoenablestudentstocreateakeeninterestintheconditions,theenvironmentandatmosphereinordertoachieveamultipliereffect.

Secondly,weshouldbegoodatself-learninginitiativetomobilize.Toconsciouslyestablishlearningobjectives,developstudyplans,summarizedlearningmethods,theestablishmentofcognitivestructures.Fromthestudyofknowledge,problem-solvingprocesstoobtainasenseofsatisfactionandexcitementactivestateofmindtofacetheEnglishlanguageknowledgeandskills,instrengtheningthebasicknowledgeandbasictrainingatthesametime,sothatthebasisofknowledgetransferforthelanguageskills,anddevelopedintotheuseofEnglishcommunicativeability.

Establishclearlearninggoals.Inacertainsense,themotivationtolearnthesourceofenthusiasm.However,thereisaneednotonlyaclearlearningobjectives,whichneedonlyapotentialstate,butalsocannotbecomeadrivingforceforpromotingthelearningactivities.Inordertohelplearnersclearlearninggoals,thebestteachersinapre-schoolclasses,thenextsectiontolearnlessons,aswellastheobjectiveshouldbetomakelearnerseagertoclarifytheissue,soastostimulatetheirintellectualcuriosity.

ForthoseinschoolstolearnEnglishpeople,tocreatetheatmosphererelaxedandhappytolearnthekeyisforteacherstohavestudentsfeel.Teachingisnotonlytherelationshipbetweenteachingandlearning,butalsothefeelingsofbothteachersandstudents,exchangeofideasandactivities.Teacher-studentrelationshipdirectlyrestrictsstudentsemotionandwill,affecttheirmotivation.Ifitisafavoriteteacherofstudentsintotheclassroom,classroomatmospherewillbeveryactive,interestedstudentswillbefelt.Instead,thestudentsdonotlikeateacher,mistrust,evenhate,fear,thenofcoursehewillnotteachaninterestin,andevenYin-ye-fei-shi(因噎废食),deteststhecourse.Emotioncanbeseenisthefirstelementofthesuccessofteaching,emotionisthesoulofstudentstoopenthewindowskey.Thisrequiresapositivechangeintheroleofteachers,attentiontoemotionalinvestment,withtheirsincerelovetoarousestudentsresonance,sothatamoreharmoniousrelationshipbetweenteachersandstudents.

Allinall,astableandlastinghobbies,clearandappropriategoals,easyandpleasantlearningatmosphere,cangreatlystimulatethemotivationtolearnEnglishtohelplearnerstosolveproblemsinEnglishlearningtostimulatetheenthusiasmofEnglishlanguagelearning,diggingEnglishlearningpotential.

References:

[1]WenQiufang.Englishlearnermotivation,concepts,strategiesarealsocharacterizedbychangesinthelaw,ForeignLanguageTeachingandResearch2001(3).

[2]theearlyMingWang.ForeignLanguageLearninginthecognitiveandaffectiveneeds,Foreignsector,1991(4).

[3]YangGuo-Jun.OnthedrivingforcetostrengthenEnglishlearningstrategy,Foreignsector,2002(3).

[4]LiuDongfloor.ForeignLanguageTeachingThoughtsmotives,ForeignLanguageTeachingin2002(7).

[5]JosephRose,JosephRuoping.Englishachievementandachievementmotivation,astateofanxiety-relatedresearch,ForeignLanguageTeachingandResearch2001(3).

ithinkitisnecessarytolearnenglish.

englishiswidelyusedthroughouttheworld,itisusedundermanycircumstances.ifonedaychinacangrowintoasuperadvancedcountry,andeveryoneislearningtospeakchinese,chinesebecomesthelanguagethateveryoneshares.thenwemaynotneedtolearnchinese,butuntilthen,thebasicthingwehavetodoifwewanttomakechinaasupercountryistolearnalanguagethatisusedbyothersbecoursesharingthesamelanguageistheprimarywayofcommunication.withoutcommunication,itislikethatourcountryisputintoajailandcutfromtheoutsideworld.

wecannotkeepupwithothercountriespaces.sonexttimewhenyoufeelboredandfrustratedwithlearningenglish,youcantellyourselfyouareactuallyworkingforyourgrand-grand-grand-sonordaughter,youworkhard,youlearnhard,andthentheywon'tneedtolearnenglishanymore.theycanchoosewhateverlanguagestheywanttolearnorchoosetospendtheirtimeonsthelsewhicharemoreinterestingratherthanbuildingthevocalbulary.learningthegrammer.

inconclusion,wehavetomasterthislanguage-english.

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