MotivationSLA.pptVIP

Motivation SLA 山西大学 刘渊 2015.6.4 contents 1. 动机概述 2. 分类及模型 3. 在SLA中的作用 4. 影响动机的因素 5. 对教学的启示/激发动机策略 动机概述 Keller(1983): “motivation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect.” . KanterAckerman(1989): “the derection of attention effort, the propotion of total attention effort directed to the task(intensity), and the extent to which attention effort toward the task is maintained over time(persistence).” Dornyei (1998): “process whereby a certain amount of instigation force arises, initiates action, and persists as long as no other force comes into play to weaken it and thereby terminate action or until the planned outcome has been reached.” dynamic Williams and Burden(1997): “a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives arise to a period of sustained intellectual and/or physical effort in order to attain a previously set goal.” Within a social context. In general, it is the desire that fuels a person to do certain things based on his own wants and needs. 动机，是指引起和维持个体的活动并使活动朝向某一目标的内在过程或内部动力。（教育心理学定义） 动机分类 1. Gardner and Lambert(1972) Integrative motivation Instrumental motivation “Integrative reasons are defined as those which indicate an interest in learning the language in order to meet and communicate with members of the second language community; while instrumental reasons refers to these reasons which stress the pragmatic aspects of learning the second language, without any particular interest in communicating with the second language community.” (Gardner, Smythe, and Brunet,1977) Their distinction reflects a continuum, rather than alternatives. Integrative motivation Instrumental motivation 产生条件 the learner’s desire for identifying the culture of the L2 group Learner’s goals for learning the L2 are functional 联系点 additive bilingualism