Chapter One Introduction
近年来,随着发展的指导思想、动机是外国探讨人员增加了更多关注。许多探讨者从不同的角度做一些问题对于动机。因为外国的探讨集中在理论建设和学习环境的异同,探讨结果难以直接运用在中国的外国语言。国内近年来开展的探讨,但大多数探讨对象是大学生,很少涉及与英语培训学校的学生的英语学习动机。我们不能直接运用这些结果来略论中学学生的英语学习动机,因为不同的背景知识、生活和社会环境。
In recent years, with the development of research on foreign languageteaching, motivation has been put on more concern by researchers. Many researchers makesome issues from different perspectives on motivation. Because of the foreign researchconcentration on the theoretical construction and the difference of learning environment, thefindings are difficult to be applied directly in China’s foreign language. Domestic researchcarried out in recent years but the majority of the research subjects were university students,rarely involving with English Training school students in English learning motivation. We cannot directly apply these results to the analysis of secondary school student’s English learningmotivation because of different backgrounds of knowledge, living and social environment.
因此,我们进行英语学习动机的调查的高中生在英语培训学校二级,并略论的因素,可以促进他们的学习动机,提高他们的分数。动机一直被人为地视为一个重要的因素在促进英语学习。学习动机是指激发个体的学习学习活动和学习的维护行为达到一定的目标,保持内部过程或内部心理状态的学习。加德纳代表中美经典语言社会心理探讨提出,学习动机可以分为两大类:首先,工具型动机是指使用语言的技能作为一个工具来达到一些目标,比如找到一个高薪工作;第二,综合动机指的是理解和整合对目标语言文化。
Therefore, we carry out the investigation of English learning motivation of secondary schoolstudents in English training school, and analyze the factors which can promote their learningmotivation and improve their scores.The motivation has always been artificially regarded as an important factor in promotingEnglish learning. Learning motivation refers to the stimulation of individuals to learnmaintenance of learning activities and learning behavior to achieve a certain goal of keepinginternal process or internal psychological states of learning. Gardner as the representative ofthe classic language of social psychological research proposed that learning motivation couldbe divided into two main categories:First, the instrumental motivation refers to the use of language skills as a tool to reachsome goal, such as to find a well paid job;Second, integrative motivation refers to the understanding and integration towards the target language culture. Crookes as the representative of the majority of psychologists is morelikely to make the integrative motivation divide into intrinsic motivation and extrinsicmotivation. The purpose of the former one is to enjoy and get pleasure from the languagelearning itself while the latter regards the language learning as a way to reach a goal. Thecurrent study shows that dichotomy of motivation is generally considered to be correspondingto the integration of motivation as intrinsic motivation while taking language learning as atool is extrinsic motivation.Gardner thought the motivation had three ingredients in the classic mode: motivationintensity, the desire to learn a language and the attitude of language learning. He had proposedthe Attitude/Motivation Test Battery, standardized tool for the test of language learningattitude and motivation. It is widely used but also received criticism. In 1990s, Tremblayexpanded and mediated the Gardner’s classic mode. The new mode added three factors ofmotivation, the significant of aim, potency and self-evaluation. The motivation behavior isdivided into three detailed aspects: attention, motivation intensity and sustainability whichmake the new motivation more sophisticated and complex. According to the re，英语论文范文，英语论文范文
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