Analysis of the Influence on College English Teaching of Foreign Language Motivation 英语专业毕业论文

1、Analysis of the Influence on College English Teaching of Foreign Language Motivation外国语学院2010级英语（师范）三班 Analysis of the Influence on College English Teaching of Foreign Language MotivationAbstract: This thesis expounded different comprehension of study motivation theory from behaviouristic psychology

2、, cognitive psychology and social psychology. It based on the comprehension and combined with own teaching experience in order to inquire into the inspiration and meaning of college English class teaching based on these theories. It investigated the motivation of learning English among college stude

3、nts and presented some enlightenment for college English teachers through the definition of motivation and the analysis of types of English learning.Key words: Motivation of Foreign Language Learning, Definition, Type, College English TeachingIn Jakobovits research, he said that in the major factors

4、 which influence second language acquisition, motivation covers 33%, capability covers 33%, intelligence covers 20% and others cover 14%. At first, second language learners need to have strong desire of learning. Thus, they can have motivations to put themselves into practice. 1 Therefore, motivatio

5、n of learning is an essential element of successful second language acquisition. Learning motivation has tight connection with learning effect. Students who have strong learning motivation are more easily to achieve good results than those who dont have. Consequently, how to design or improve teachi

6、ng methods and arouse students learning motivation is not only concerned with teachers, but also many educationists and scholars. This thesis probes into how to organize teaching and actively arouses and brings students learning interests into play based on some mature learning motivation theories a

7、nd combined the characteristics of college English teaching in our country with some own teaching experience.1. Foreign language motivation of learningMotivation is commonly considered as a major factor of learning foreign language successfully. The motivation is something that students have definit

8、e object language towards certain activity or make efforts to achieve their goals.Linguists Gardner and Lambert divided motivation into two types: integrative motivation and instrumental motivation. The former refers to that learners are specially interested in an social object language group and ex

9、pect to take part in or integrate into the social life of the group; the latter refers to that the motivation of learners is to achieve special goals, such as passing an exam ,acquiring certain position and so on.1.1 Gardners social psychology patternGardner and Lambert began to study the learning m

10、otivation of second language acquisition in the 1950s. Their social psychology pattern theory is the earliest one to investigate the influence on second language acquisition in a view of sociology. According to their classifications above, motivation has integrative motivation and instrumental motiv

11、ation. Gardner held the view that learners who has integrative motivation expect to become a member of their groups by mastering object language stemming from their active attitude towards their object language. However, learners have instrumental motivation in order to pass exams, promote to a high

12、er office or get some certificates. As a result, integrative motivation is more effective than instrumental motivation in second language acquisition.1.2 Definition of integrative motivationWhen learning an object language, it is considered that the most successful students are those who like to use

13、 the object language. Learners admire their culture and familiarize even integrate into the society with the object language. When someone becomes a member of his language group, integrative motivation plays a key role in improving the proficiency of the language. At this moment, integrative motivat

14、ion becomes a necessary factor so as to communicate smoothly in the group.1.3 Definition of instrumental motivationIt usually refers to the desire to acquire some concrete things by learning the object language. When learners have instrumental motivations, the purpose of language acquisition becomes

15、 more material. For instance, satisfy the graduation demand of schools, job applications, reading materials, and so on. When learners cannot become a member of the group, instrumental motivation often turns into the characteristics of language acquisition.1.4 Comparison between the two motivationsAl

16、though both two kinds of motivations are major factors in success, it can be found that integrative motivation can maintain long success when learning the object language. In the early research of Gardner and Lambert, they regard that integrative motivation is more important in formal learning envir

17、onment than instrumental motivation. And in later researches, integrative motivation is continuously stressed though the importance of instrumental motivation is emphasized, too. However, in some researches, instrumental motivation is just considered as a major factor while integrative motivation is

18、 continually connected with successful second language acquisition. Many researches reported that students often choose instrumental motivation to study language students who have integrative motivation are more likely to succeed in language learning.Nevertheless, the reality is more complex. The fa

19、ct that the choice of motivation for language learners is more important to language learning is depended on factors like social environment. Browns study manifests that the two motivations do not reject each other. Numerous learners motivations are in the quality of alternating and mixing two kinds

20、 of motivations.2. English learning motivation in ChinaIn the background of our country, problems of college students motivation of English learning and successful English acquisition are complicated. Researching language learning doesnt mean that we just spend time on language learning to observe l

21、anguage results. In order to investigate college students motivation of learning in our countrys background, it is necessary to explore factors that promote English education research. Among these factors, the most important one is the entrance examination that finally determines if a student can ge

22、t into college. Although in college entrance examination, the types and structures of questions have adjusted a lot, the overwhelming majority of schools and teachers use examination-oriented education system to help students get higher grades. In addition, the focus point of the college entrance ex

23、amination doesnt refer to the ability of listening and speaking. Thus, schools dont need to make students prepare for the contents that are not required. Senior high students study for the college entrance examination. After entering college, they study for examinations. Most of them have motivation

24、s that are instrumental, external, and short-term. Those motivations are passive. Many students can realize the importance of mastering in English after we China join WTO, yet because of the lack of interiorly and deeply active motivation and not making efforts, they dont have higher demand. First o

25、f all, their motivations of learning English is to pass final exams, and then to pass English Band Four Test and get degrees diplomas. They seldom consider the need of communication and the cultivation of practical abilities. In English learning, when meeting difficulties, they will find various kin

26、ds of shortcuts instead of overcoming them actively and initiatively. Even if teachers tell students to listen more, read more write more and remember more, but teachers advice cannot satisfy students. What students need is so-called miraculous medicine. As long as they pass the exams, the English l

27、earning is over. Although they spend six years in middle and high schools and two years in colleges on learning English and experience lots of grammatical tests systematically, their oral and written skills are too terrible to understand. An associate professor in Beijing Aerospace and Astronomy Uni

28、versity named Zhu Guozhen make an investigation and analysis of the reason how students choose motivations of foreign language learning in colleges of engineering in the form of questionnaires. This research reported that motivations of English learning of students in colleges of engineering mainly

29、are instrumental motivations.3. Inspiration to college English teachers3.1 Arousing students integrative motivationIn the view of social linguistic, integrative motivation is more effective than instrumental motivation in second language acquisition. Therefore, teachers are supposed to cultivate stu

30、dents integrative motivation stressfully. To begin with, teachers can introduce some culture and customs of the object language country. They can combine language learning with culture learning to give students an overall and objective impression on that country. Then, teachers should design suitabl

31、e in-class activities and select true materials or contents concerned with students major knowledge to enable students to have a great feeling of achievement after finishing the tasks. Also, only in this way, can students apply what they have learned in true context, which can sufficiently arouse st

32、udents activeness of learning and stimulate their integrative motivations.To make the process of language learning become an experience of encouragement, teachers need to think more about how to arouse and maintain students interests. Above all, teachers should use teaching strategies to create inte

33、resting classes that can attract students attentions. Next, teachers can encourage students to become participants who are more active in class, which can help them understand the purpose of improving English communication skills. Communicating in the object language successfully enables students to

34、 have certain sense of achievement. Researchers reported that language grades strongly influenced learners motivations. Whats more, the use of an interesting text can also help students to improve their motivation levels in class. Nowadays, new teaching programs of college English have been publishe

35、d and some new teaching materials are put into effect massively. These teaching materials usually consist of topics that enable to create two-way communication activities in class, which help students to encourage themselves to develop their language skills. For teachers, what counts is to fully use

36、 these discussion topics to help students realize that even if they dont need to master in foreign languages, learning of foreign language and its culture can strengthen their comprehension of other courses.Conclusion:Learning motivation has a great effect on learning results. It decides learners ti

37、me and energy of learning foreign language. Thus, it influences the final learning results. Strong motivations help learners to succeed, arouse their integrative motivations and form a favorable spiral. While lacking motivations may easily cause failure and loss of confidence and form a vicious circ

38、le. Teachers can only arouse students integrative motivations by using various teaching methods to truly improve teaching quality and students English abilities.Whatever the basic motivation of learning foreign language is, it is no doubt that motivation is an essential variable when examining succe

39、ssful second language acquisition. At present, researches about motivations havent form an integrated system and they dont have practical strategies. However, with the penetration into foreign language teaching and study and the renovation of cognition and perception, motivations of foreign language

40、 learning will move towards practical applicability and operability.References:1Jakobovits, L. Foreign Language Learning: a PsycholinGuistic Analysis of the Issue M.Rowley,Mass: ewburyHouse,1970.2Gardner,R.C.&Lambert,W.E.(1972). Attitudes and motivation: Second language learning. Newbury House.3Brow

41、n, H.D.(2000). Principles of language learningAnd teaching(4thed.). Engle wood Cliffs NJ: Prentice-Hall.The Motivation of Learning Foreign LanguagesAnd the Teaching of College English(Foreign Languages Department of Yibin College, Yibin, Sichuan, 644007)4 冯炜浅谈外语学习动机与非英语专业大学生英语教学口新西部，2010(3)：181-1825

42、 王君基于学习动机理论的大学英语课堂教学策略英语谚语警句100句精选Proverbs are the daughters of daily experience.谚语是日常经验的结晶。1. Look before you leap./Second thoughts are best. 三思而后行。/再想而后行。2. Great minds think alike; (heroes have similar views.) 英雄所见略同。 3. We shall never have friends if we expect to find them without fault.欲求完美无缺的朋

43、友必然成为孤家寡人。4. What you sow, you must mow. 种瓜得瓜，种豆得豆。5. A beggar can never be bankrupt.天无绝人之路。6.A friend in need is a friend indeed.患难见真情。7. No news is good news. 没有消息就是好消息。8. No cross, no crown. 不经历风雨,怎么见彩虹。9. The more haste, the less speed. /Haste makes waste.欲速则不达。10. Victory belongs to the most pe

44、rsevering. 坚持就是胜利！11. A young idler, an old beggar. 少壮不努力，老大徒伤悲。12. Put ones foot in ones mouth. 说话不得体。13. It is no use crying over spilt milk.覆水难收/悔恨已晚/木已成舟,回天乏力。14. Content is better than riches. 知足常乐。15. No gains without pains. 没有辛苦就没有收获。16. The more a man knows, the more he is inclined to be mod

45、est. 大智若愚。17. All roads lead to Rome .条条大路通罗马。18. A snow year, a rich year. 瑞雪兆丰年。19. Never say die! 永不言败！20. The best mirror is a friends eye. 朋友的眼睛是最好的镜子。 21. Faith will move mountain. 精诚所至，金石为开。 22. A life without a friend is a life without a sun. 人生没有朋友，犹如生活没有了太阳。 23. Great wits have short memor

46、ies.贵人多忘事。 24. Do well and have well. 善有善报。25. A bad thing never dies. 坏事传千年。26. Four eyes see more than two. 人多识广/集思广益。27. Diligence is the parent of success. 勤劳是成功的根本。28. Water dropping day by day wears the hardest rock away.滴水穿石。29. Hope for the best, but prepare for the worst. 抱最好的愿望，做最坏的打算。 30.

47、 While there is life, there is hope. /Debt is better than death. 留得青山在，不怕没柴烧。/有生命就有希望。31. Where there is a will, there is a way. 功夫不负有心人。/有志者事竟成。32. Where there is great love, there are always miracles. 哪里有真爱存在，哪里就有奇迹。33. Where there is smoke, there is fire. 无风不起浪。34. One boy is a boy, two boys half

48、 a boy, three boys no boy.一个和尚挑水喝，两个和尚抬水喝，三个和尚没水喝。35. A stitch in time saves nine. 及时缝一针能省九针。/小洞不补，大洞吃苦。36. Never too old to learn, never too late to turn. 亡羊补牢，为时不晚。37. Dont claim to know what you dont know. 不要不懂装懂。38. Do in Rome as Roman do. 入乡随俗。39. Rome was not built in a day. 冰冻三尺，非一日之寒。40. Sha

49、rpening your axe will not delay your job of cutting wood. 磨刀不误砍柴工。 41. Things of a kind come together, people a mind fall into a group. 物以类聚,人以群分。 42. One mans meat is another mans poison. 萝卜白菜,各有所爱。43. like author like book.文如其人。46. Like for like. 惺惺相惜。47. Like teacher like pupil. 有其师必有其徒。48. Gods

50、that run many hares kill none.贪多必失。49. Practice makes perfect. 熟能生巧。50. Actions speak louder than words. 行胜于言。51. You cannot eat your cake and have it. 鱼与熊掌，不可兼得。52. One loses by pride and gains by modesty. 满招损,谦受益。53. Love me, love my dog. 爱屋及乌。54. An apple a day keeps the doctor away. 每日一苹果远离医生。55

51、. Time past cannot be called back again. 时光不倒流。56. A drop of water cannot make a sea, and a tree cannot make a wood. 滴水不成海，独木不成林。57. If you venture nothing, you will have nothing. 不入虎穴,焉得虎子。58.The tree is known by its fruit. 观其行知其人。59. All work no play makes Jack a dull boy. 只会用功不玩耍,聪明的孩子也变傻。60. The pot calls the kettle black. 五十步笑百步。61. Unkindness often reacts on the unkind person. 恶有恶报。62. Todays work should never be left over till tomorrow. 今日事今日毕。63. Nothing so bad but might have been worse