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1、MOTIVATIONINFOREIGNLANGUAGELEARNINGItisoftensaidbypeopleinvolvedinlanguageteachingthatastudentwithstrongmotivationwillsucceedwhateverthecircumstancesareunderwhichhestudies.Thisfactleadsustothinkaboutthesituationofforeignlanguagelearninginourschoolsnowadays.Wefaceatleastfortyorfiftystud
2、entsandteachthemEnglisheveryday.Yearslater,wefinditquitedisappointedthatonlyasmallpartofthemsucceedintheirstudy,manyofthemfail,andforeignlanguagelearningbecomesawasteoftime.Whydoesthisoccur?Ithassomethingtodowithmotivation.It'stimeforustothinkaboutanddiscussit.Motivationissomekindofint
3、ernaldrivethatencouragessomebodytopursueacourseofaction.Itseemstobethecasethatifweperceiveagoal(thatissomethingwewishtoachieve)andifthatgoalissufficientlyattractive,wewillbestronglymotivatedtodowhateverisnecessarytoreachthatgoal.However,thereissomeslightdifferencebetweengoalandmotivati
4、on.Goalisthecertainresultwhichthestudentwantstoreach,whilethemotivationisakindoffactortoexplainwhythestudentwantstoreachthatgoal.Therearetwokindsofmotivation:extrinsicmotivation,whichisconcernedwithfactsoutsidetheclassroom,andintrinsicmotivationwhichisconcernedwiththattakesplaceinthecl
5、assroom.Andextrinsicmotivationcanbefurtherdividedinto:instrumentalmotivationandintegrativemotivation.Whenanyonelearnsaforeignlanguageinstrumentally,heneedsitforoperationalpurposes--tobeabletoreadbooksinthenewlanguage,tobeabletocommunicatewithotherspeakersofthatlanguage.Thetourist,thesa
6、lesman,thesciencestudentareclearlymotivatedtolearnEnglishinstrumentally.Whenanyonelearnsaforeignlanguageforintegratepurposes,heistryingtoidentifymuchmorecloselywithaspeechcommunitywhichusesthatlanguagevariety;hewantstofeelathomeinit,hetriestounderstandtheattitudesandtheworldviewofthatc
7、ommunity.Astotheintrinsicmotivation,therearealsosometypicalfactorswhichdirectlyaffecttheintrinsicmotivation.Thecommonlymentionedfactorsarephysicalconditions,teachingapproachesandmethods,thesenseofachievement,theteacher,thestudentsandthestudentattitudestowardstheteacher.Firstly,let'st
