如何培養(yǎng)學(xué)生的學(xué)習(xí)動機外文翻譯

1、如何培養(yǎng)學(xué)生的學(xué)習(xí)動機外文翻譯How to cultivate students learning motivationIn the year of 1998, Dornyei and Csize did a questionnaire survey during the 200 teachers in all kinds of schools in Hungary, on the basis of the results, they concluded “Ten Commandmentfsor Motivating Language Learners ” , that is *set a p

2、ersonal example with your own behavior *create a pleasant, relaxed atmosphere in the classroom*present the task properly*develop a good relationship with the learners* increase the learners linguistic self ? confidence*make the language classes interesting*promote learner autonomy*personalize the le

3、arning progress*increase the learners goal ? orientatedness*familiarize learners with the target language culture According to their “ ten commandment” s I suggest someways to cultivate students learning motivation in detail:4.1 Attaching importance to the students needs analysisStudents motivation

4、always meets the students needs, so it ismotivation by analyzinghel pful to the teachers find out the studentsthe students need. In foreign language learning, the teachers should pay attention to the students affective factors, and mobilize the students enthusiasm, then make the students turn“ Teach

5、er makes melearn ” into “ I want to learn ” . Scientists point out that humanbeings and animals both have motivations. If a student is motivated when he does something, he does it excellent and fast. It is obvious that the need or desire that makes a student overcome difficulties to reach the goal a

6、t last.There are many students don t know whether they need the foreign language learning or not. This moment, the teachers should inform the students clearly of the importance of the foreign language .Take English as an example, the teacher can tell the students English is an international language

7、. Since English is used so widely in science and technology nowadays that they will undoubtedly encounter the language whatever they will do in future. Therefore, mastery of the language will be of great help to their future career, and even to travel around the world 4.2 Arousing the students inter

8、ests in language learningInterest plays an important role in foreign language learning.According to intrinsic motivation theory, interest is an inborn drive to display one s ability and confidence, expectation value theory defines interest as the attraction of the task that can be accomplished. A Ch

9、inese saying goes ” Interest is the best teacher ” . It tells us the important role that the interests of students play in their learning. In order to arouse the students interests, the teachers should:4.2.1 Add more materials that fit the appetites of the students, such as foreign language sports n

10、ews, pop songs, and the development of the up-to- date science technology. What s more, the teachers may even let the students choose subjects that they are mostly fond of.4.2.2 Give students continuous assessment and make record of personal achievement. In this way, the students will know how much

11、they have achieved after certain period of time and hard working. Meanwhile, if the teachers give timely encouragement to the students, they will be more and more interested in what they are learning.4.2.3 Ask the students to give lessons to other students for 5-10 minutes at the beginning of each c

12、lass. They will do a wonderful job after a careful preparation. If their performances win applause from the peers, they will be greatly satisfied, because they feel they have accomplished a task, and will be more confident.4.2.4 Develop colorful activities, such as English Salon, English Corner, or

13、a Speech Competition in English and so on. The most important thing is that teachers should try their best to help learners make the activities more colorful, vivid and interesting so as to stimulate learners interest in foreign language learning.4.2.5 Use modern teaching instruments to arouse the s

14、tudentsinterest. With the development of society and science, some modern instruments have been introduced to classroom teaching and learning. It is new to learners and makes the knowledge directly and vividly.4.2.6 Input the cultural background to make the students love the foreign country, and the

15、n they will be eager to learn the language. The learner who does not like the nation or cultural of the foreign language, he or she can not like the nation or cultural of that nation, or even does not like to learn it at all. In the past, most college students did not like to learn Japanese as their

16、 second language only because Japanese invasion to China and Japanese slaughter in Nanjing were indelibly engraved on the memoryof the Chinese people. They hated Japanese nation, so they did not want to learn Japanese well. Therefore, it is necessaryto have cultural background input. Proper introduc

17、tion of culture of the second language can stimulate learners learning motivation. Sometimes, the learners themselves are eager to read works about the interesting cultural customs in original version. In a word, cultural background input can stimulate learners interest in language learning 4.3 Impr

18、oving the teachers quality of teachingIn the eyes of students, what are the good qualities does a teacher need to help in providing intrinsic motivationA study done by Denis Girard 1997 suggests certain conclusion:* The teacher must be fair, treat his students equally and as faras possible understan

19、d* The teacher must offer a good model as the target language user* The teacher must be a good technician: his students should understand what is wanted of them, be able to pronounce correctly, andbe stimulated into activity in target language As humanbeings, we all have our likes and hates, but as

20、teachers, we should love every studentand try to find the merit of each of them. For some students the warmththey get from their teacher may be the most important support to theirlearning interest. “ The expectations of teacher often affect the student, his behavior, and even his achievement. ” Sil

21、berman, 1969; Crist 1971. It is hardly believable that a student who is often ignored and even jeered by the foreign language teacher can be highly motivated in the language learning.The teachers own are foreign language learners, so what they do can set good examples for the students. Teachers know

22、ledge construction and the enthusiasm for teaching can influence on the students unobtrusively. The profound knowledge and excellent basic skillstrainingare the essential quality for teachers, because the students admire the teachers who good at teaching and versatile, then this kind of admiration w

23、ill become the motivation. In addition, the teachers emotions also effect the students motivation. I can not believe the teachers who hate the foreign language teaching can make their students love the foreign language learning.The teachers teaching skills affect the students learningmotivation dire

24、ctly. Have a clear purpose for every lesson and get the students understand that it is. First of all, the teachers should be well prepared for the lesson. They should be aware of the factors influencing lesson planning, such as length, students language level, class size, physical conditions, object

25、ive, aids, method and so on. Secondly, they should think of the situation he might meet in the classroom, what problems might happen and how to solve them. Thirdly, they should know very clear about each step of his plan. A competent teacher will make his students satisfy and confident in their stud

26、y. Moreover, the t eachers excellent pronunciation and handwriting also promote the students learning motivation in certain degree.4.4 Adopting the correct teaching methodThe method by which students are taught must have some effect on their motivation. If they find it deadly boring they will probab

27、ly become demotivated, whereas if they have confidence in the method they will find it motivating. But perhaps this is the most difficult area of all to be certain of. Wethink that motivated student will probably succeed whatever method is used.It is also true that different students are more or les

28、s sympathetic to any particular method depending upon their expectations.The students confidence in the method largely depends on the teachers ability to the both adaptable and flexible.Adaptability refers to the teacher s ability to choose and adapt his program on the basis of the different student

29、s he finds himself teaching, because different students have motivational differences. And these should have a powerful influence on the teacher s use and choice of activities and materials.Flexibility refers to the behavior of the teacher in the class and his ability to be sensitive to the changing

30、 of needs of the group as the lesson progress. He must be prepared to adapt and alter his plan if thisproves to be necessary. The teaching method of adaptability and flexibility make the real difference between teaching and learning. The adaptable teacher is the one who knows how to teach and is cle

31、ar about the effect his teaching having on his students. The teacher whois flexible and is prepared to adapt, on the other hand, is the teacher who carefully assesses his beliefs and plans in the light of the particular situation he is faced with, and whose main concern isthat acquisition and learni

32、ng should take place.The good teaching method sees the students continuing interest and involvement in the learning process as being the dominating factor in language teaching, and tries to focus the students on learning to learn.From a pedagogical point of view, the students learning activities sho

33、uld be directed at activating his prior conceptions and relating it to new knowledge. Because the students do not just passively take in knowledge, but actively constructs it on the basis of his/her prior knowledge and experience Piaget, 1972.Accordingly, the teacher should provide the students with

34、 opportunities to test and try out his new conceptual understanding in varied applied circumstances like problem solving Wilson, 1996.4.5 Using the proper teacher talkTeacher talk refers to the language used by teachers for organizing teaching in class, and teachers can carry out their teaching thou

35、ghts and plans by their talk. Linguistics researches indicate teacher talk isimportan t for both the teachers teaching and students learning, because only depends on teacher talk organizing teaching, the teaching contents can achieve the expectant results Nunan, 1991 The teachers self- cultivation d

36、ecides the teachers learning efficien cy. General speaking, teacher talk includes asking students questions, answering the students question, explaining the teaching points and promoting or comments for drills, etc. The relationship between teachers quantityand quality and the atmosphere of class, t

37、he discipline, the studentsattention and interests are closely. The forms of teachers question:Yes or no question, need not students making sentence choose-question, choose one phrase to answer lead-question, need one whole sentence to answer® open-ended question, let the students express thems

38、elves by any words. The comments are divided into two kinds: positive and negative comments. According to many questionnaires, the positive comments, such as ok, good, excellenc e, that s right promote the students learning motivation. On the contrary, the negative commentsmakethe students feel asha

39、med, lose the learning interests, even give up finding the rightanswers In fact, this point is on the basis of the S-R-R principal. S-R-R principal refers to Stimulate-Response-Reinforcement. That is the viewof behaviorism. With the regard to humanlanguage, the representative of behaviorism /.nner m

40、entioned that: ” the language behavior of an individual is shaped by sequences of differential rewards, or their lack, in the learner s environment. When babies begin to babble, they make a very wide variety of sounds.Parents, however, regard only those sounds that are present in the language of tha

41、t household of family or community. The baby becomes conditione d to produce those sounds that have been rewarded ” /.nner, 1975. /.nner s theory also goes in foreign language learning. The teacher should give students more encouragement rather than scold them.Because those with strong self-confiden

42、ce will explore their own potential ability more readily, and they are more clear about their own responsibility in study. In learning foreign language, this is veryimportant. If a student lacks of self-confidence, he will not dare to open his mouth to practice English. So the teacher should offer s

43、tudents such a feeling: you are capable, so long as you are confident and pay more efforts, you, of course, can learn English well.4.6 Setting up the good relationship between teachers and students Researchers recognize that a secured and relaxed environment iscrucial to learners. Only when learners

44、 feel that they are secured and comfortable in an environment, are they willing to participate, to takerisk in using the language that is new to them. It is, therefore, necessary for teachers to create such an environment in every possible way to lessen learners anxiety, because less anxious learner

45、s perform better thanvery anxious ones. So the teachers should set up the good relationshipwith the learners. If the teachers make friends with the learners, thelearners will feel ease, and then they can learn language active. We can not believe that we will in the one s class who we hate. From my o

46、wn experience, the subjects I like to learn almost taught by the teachersI loved, whereas the subjects taught by the teachers I do not like, I always like to learn, even give up. Many classmates have the same feeling with me.如何培養(yǎng)學(xué)生的學(xué)習(xí)動機1998年, Dornyei 和 Csize 對匈牙利各類學(xué)校的 200 名教師做了一次問卷調(diào)查。根據(jù)調(diào)查結(jié)果他們得出結(jié)論即“十

47、誡激勵學(xué)習(xí)者”, 也就是 :* 以身作則 , 創(chuàng)造愉快 , 輕松的課堂氛圍* 正確地提出任務(wù)* 與學(xué)生建立良好的關(guān)系* 增加學(xué)習(xí)者的語言自我意識 ?自信* 使語文課生動有趣* 激發(fā)學(xué)習(xí)者自主性* 為學(xué)習(xí)者設(shè)置個性化的學(xué)習(xí)進度* 增強學(xué)習(xí)者的目標(biāo)感-* 使學(xué)習(xí)者熟悉目標(biāo)語言文化根據(jù)他們的 “十誡” , 我建議一些方法, 以更加明確地培養(yǎng)學(xué)生的學(xué)習(xí)動機:4.1 重視學(xué)生的需求分析學(xué)生的學(xué)習(xí)動機總是滿足學(xué)生的需要, 所以通過分析學(xué)生的需求可以幫助教師發(fā)現(xiàn)學(xué)生的學(xué)習(xí)動機, 通過分析學(xué)生的需要。 在外語學(xué)習(xí)中 , 教師應(yīng)注意學(xué)生情感因素 , 調(diào)動學(xué)生的積極性, 然后讓學(xué)生把 “老師讓我學(xué)” 的消極被動變

48、成 “我要學(xué)”的積極主動?？茖W(xué)家指出 , 人類和動物都受動機的影響。如果一個學(xué)生做事情時有動力 , 那么他能夠又快又好地完成任務(wù)。 顯而易見 , 這是需要或欲望促使學(xué)生克服重重困難 , 最終達到目標(biāo)。有很多學(xué)生不知道他們是否需要學(xué)習(xí)外語。在這種情況下 , 教師應(yīng)明確地告訴學(xué)生外語學(xué)習(xí)的重要性 , 以英語為例 , 教師可以告訴學(xué)生, 英語是國際性的語言。 由于在當(dāng)今社會英語被廣泛應(yīng)用于科學(xué)技術(shù), 無論將來從事何種工作, 他們都會同英語打交道。 所以 , 掌握英語將會對他們未來的職業(yè)生涯有很大的幫助 , 甚至有益于周游世界。4.2 激發(fā)學(xué)生的語言學(xué)習(xí)興趣興趣在外語學(xué)習(xí)中起著重要的作用。根據(jù)內(nèi)在動機

49、理論, 興趣是顯示自己的能力和信心的內(nèi)在驅(qū)動力 , 期望價值理論定義興趣為完成任務(wù)的誘因。中國有句古語:“興趣是最好的老師”。 它告訴我們, 學(xué)生的興趣在學(xué)習(xí)中發(fā)揮的重要作用。為了激發(fā)學(xué)生的興趣, 教師應(yīng)該做到如下幾點 :4.2.1 添加更多適合學(xué)生口味的材料, 如外語體育新聞 , 流行歌曲 , 科學(xué)技術(shù)的最新發(fā)展。更重要的是, 老師盡可能讓學(xué)生選擇他們喜歡的主題。4.2.2 給予學(xué)生持續(xù)的評估及記錄個人成就。通過這種方式, 學(xué)生將知道經(jīng)過一段時間的努力學(xué)習(xí) , 他們?nèi)〉昧硕啻蟮某删汀?與此同時 , 如果教師給予學(xué)生及時的鼓勵 , 他們將會對所學(xué)的東西越來越感興趣。4.2.3 讓學(xué)生給其他同學(xué)

50、做5-10 分鐘的課前展示。 經(jīng)過了精心的準(zhǔn)備, 他們會出色地完成任務(wù)。如果他們的展示贏得了同齡人的掌聲 , 他們將會感到極大的滿足 , 因為他們覺得自己已經(jīng)完成了任務(wù), 而且會變得更加有信心。4.2.4 開展豐富多彩的活動, 如英語沙龍, 英語角或英語演講比賽等豐富多彩的活。最重要的是, 教師應(yīng)盡力使這些活動更加豐富多彩, 生動有趣 , 從而激發(fā)學(xué)習(xí)者對外語學(xué)習(xí)的興趣。4.2.5 使用現(xiàn)代化的教學(xué)手段, 激發(fā)學(xué)生的學(xué)習(xí)興趣。隨著社會和科學(xué)的發(fā)展 , 一些現(xiàn)代化的工具已被引入到課堂教學(xué)和學(xué)習(xí)當(dāng)中。這種新穎的方法能夠直接生動地展示出所學(xué)的知識。4.2.6 灌輸學(xué)生渴望學(xué)習(xí)語言的國家的文化背景使他

51、們喜歡那個國家 , 然后他們才會愿意學(xué)習(xí)那個國家的語言。學(xué)習(xí)者不喜歡那個民族或文化 , 他或她不可能會喜歡那個民族及民族文化 , 他們更不可能喜歡學(xué)習(xí)它的語言。 過去 , 大多數(shù)大學(xué)生不喜歡學(xué)習(xí)日語作為第二語言僅僅是因為日本侵略過中國和日本在南京屠殺中國人給他們留下了無法磨滅的痛苦記憶。他們痛恨日本民族, 所以他們不想學(xué)好日語。因此 , 有必要輸入文化背景。適當(dāng)引入第二語言的文化可以激發(fā)學(xué)習(xí)者的學(xué)習(xí)動機。 有時 , 學(xué)習(xí)者本身都爭相閱讀原著作品中有趣的風(fēng)俗習(xí)慣。 總之 , 文化背景的輸入可以激發(fā)學(xué)生語言學(xué)習(xí)的興趣。4.3 提高教師的教學(xué)質(zhì)量在學(xué)生眼中 , 良好的素質(zhì), 老師應(yīng)當(dāng)具備什么樣的良好

52、素質(zhì)才能幫助學(xué)生提供內(nèi)在動機?由丹尼斯?吉拉德(1997 ) 所做的一項研究提出了若干結(jié)論:* 教師必須公正 , 平等地對待每個學(xué)生, 并盡可能了解他們* 作為目標(biāo)語言使用者, 教師必須提供了一個好的模型* 教師必須是一個很好的技術(shù)人員 : 他的學(xué)生應(yīng)該明白他們想要什么 , 能夠正確發(fā)音 , 和積極參與目標(biāo)語言的相關(guān)活動。作為人類 , 我們每個人都有喜好厭惡, 但作為教師, 我們要愛每一個學(xué)生, 并試圖發(fā)現(xiàn)他們每個人的優(yōu)點。對于一些學(xué)生來說, 他們從老師那里得到的溫暖可能是對他們學(xué)習(xí)興趣的最重要的支持。 “老師的期望往往會影響學(xué)生的行為 ,甚至是成就。 ” (西爾伯曼 ,1969; 克里斯特

53、,1971) 。 如果學(xué)生總是被忽視甚至被外語老師嘲笑的情況下仍然對語言學(xué)習(xí)有強烈的動機, 這是難以置信的。自身作為外語學(xué)習(xí)者 , 教師應(yīng)當(dāng)清楚做什么可以為學(xué)生樹立良好的榜樣。教師的知識建設(shè)和教學(xué)的積極性, 可能在無形當(dāng)中對學(xué)生產(chǎn)生影響。淵博的知識和過硬的基本功訓(xùn)練是教師的基本素質(zhì), 因為學(xué)生佩服深諳教學(xué)之道又多才多藝的老師 , 而這種欽佩又可以轉(zhuǎn)變?yōu)閯訖C。此外 , 教師的情緒也影響了學(xué)生的學(xué)習(xí)動 機。我不相信討厭外語教學(xué)的教師可以讓自己的學(xué)生熱愛學(xué)習(xí)外語。教師教學(xué)技能直接影響學(xué)生的學(xué)習(xí)動機。 每節(jié)課都要有明確的目的并且讓學(xué)生明白。 首先 , 教師應(yīng)做好充分準(zhǔn)備。 他們應(yīng)該意識到影響備課的因素 , 如課程長度 , 學(xué)生的語言水平, 班級大小 , 學(xué)生身體狀況, 教學(xué)目標(biāo) , 輔助工具及其方法等。其次 , 他們應(yīng)該想到 , 在課堂上他可能遇到什么樣的情況, 會碰到哪些問題以及如何解決這些問題。第三 , 他們應(yīng)該很清楚自己的每一步計劃。一個稱職的老師會讓他的學(xué)生們在學(xué)習(xí)中得到滿足和自信。 此外 , 在一定程度上 , 教師的標(biāo)準(zhǔn)的語音和漂亮的手寫也能激發(fā)學(xué)生的學(xué)習(xí)動機。4.4 采用正確的教學(xué)方法所采用的教導(dǎo)方法對學(xué)生的動機有一定的影響。 如果他們發(fā)現(xiàn)教導(dǎo)方法非常無