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TheInspirationandCultivationofStudents’MotivationonEnglishLearninginMiddleSchoolbyAthesispresentedtotheSchoolofEnglishEducationofXi’anInternationalStudiesUniversityinpartialfulfillmentoftherequirementsforthedegreeofBachelorofArtsMay5,2014Class:2010-1Advisor: 西安外国语大学毕业论文开题报告姓名性别班级学号毕业论文题目：TheInspirationandCultivationoftheStudents’MotivationonEnglishLearninginMiddleSchool中学生英语学习动机的激发与培养任务起止日期：年月日至年月日毕业论文主要内容及参考文献：随着全球化的不断发展，“英语热”一直有增无减，关于英语教学的研究也因此倍受重视。Jakobovits经过调查发现，影响外语学习的几个因素中，动机占33％，与才能所占比重持平(Jakobovits，1970:86)。“外语学习动机是语言学习者个体因素中最具能动性的因素之一”（秦晓晴,2002）。可见动机是影响外语学习的主要情感因素之一。根据学习动机来源，可以分为内部学习动机和外部学习动机。这种划分对教育实践有重要的应用价值。内部动机是指学习活动本身能使学生得到情绪上的满足，从而产生成就感，在教学中比较常用。动机理论中，自我效能论（Bandula，1977）、期望—价值理论(J·Atkinson)等都可以指导激发学生的内部动机。同时，由联结主义学习理论家提出的强化理论可以指导激发学生的外部动机,例如很多学生想得到老师的奖励和表扬等。然而以前的研究还是多集中在学习动机的分类和理论研究上，较少涉及动机理论与教学的关系及动机理论在具体教学活动中的应用。作者以认知主义当中的归因理论和成就动机理论，Dörnyei的三层次动机理论以及Cross-culturalCommunicationTheory为理论基础，结合我国中学英语教学中所出现的主要问题,提出了有效的激发培养初中生学生动机的方法，更好得提高英语教学质量。参考文献：[1]Gardner,R.C.SocialPsychologyandLanguageLearning:theroleofattitudeandmotivation[M][2]ZoltánDörnyei&EmaUshioda.Motivation,LanguageIdentityandTheL2self[3]杜福兴.2003.谈英语学习动机及其激发与保持.外语教学,24(4):51-58.指导教师(签名) 年11月20日 AcknowledgementsIwouldliketoexpressmysincerethanksheretothosewhohavecontributedgreatlyinvariouswaystothedevelopmentofthispaper.Firstandforemost,Iwouldliketoexpressmymostsinceregratitudetomymentor,ProfessorX.Iamdeeplyindebtedtoherencouragement,valuableinstructionsandsuggestionsinaccomplishingthispaper.Withoutherpatientinstruction,insightfulcriticismandexpertguidance,thethesiswouldnothavebeencompleted.Secondly,IamalsomuchobligedtotheteachersinEnglisheducationdepartmentfortheirenlighteninginstructionswhichIbenefitedalot.Thirdly,thankstothehelpfromtheLiberians,thispaperisfinishedmoreeasilyandfrequently.Thirdly,myheartfeltthanksaregiventomyroommatesandfriendsfortheirthoroughreading,andpolishingthelanguageofthepaper.Inaddition,Iamgratefultomybelovedfamilyfortheirconstantsupportandencouragementfinanciallyandmentallyallthoughtheseyears.vi TheInspirationandCultivationoftheStudents’MotivationonEnglishLearninginMiddleSchoolAbstract:Withthecontinuousdevelopmentofglobalization,researchesonEnglishlanguageteachinghavebeenpaidmuchmoreattentionthaneverbefore.AccordingtoJakobovits’survey，wecanseethatmotivationisoneofthemainaffectivefactorsthataffectforeignlanguagelearning.However,previousstudieswereconcentratedmoreontheclassificationofthelearningmotivationandtheoreticalresearch.Fewerresearchesontherelationshipbetweenmotivationtheoryandteachingandtheapplicationofmotivationtheoryareconductedbefore.Inthearticle,firstofall,theauthorexpoundsthedefinitionofpreviousscholarsaboutmotivation,fromPitCorder,Garnder,toPintrich&Schunk,toDuFuxing.Secondly,theauthorillustratesthetraditionalclassificationofmotivation.Thirdly,threerelatedtheoriesareintroducedinthispaper.Fourthly,theauthorsumsupthemainproblemsofChineseEnglishlearnersinmiddleschool:theanxietyinEnglishclassroomandexam-orientedlearningmode.Inordertosolvethoseproblems,theauthorsuggestsaseriesofmethodsforstimulatingstudentslearningmotivation:Firstly,throughestablishingabasicmotivationalenvironment,letthestudentsstudyinacheerfulandpositivelearningenvironment;secondly,Englishteacherscanenhancestudents’autonomywiththeapplicationofcollaborativelearningmode;thirdly,exposedinthecultureoftargetlanguage,studentscanbeinspiredtodeveloptheintegrativemotivation;fourthly,byincreasingtheEnglishlearners'senseofself-efficacyandtheattributiontraining,teacherscanstimulatestudents'Englishlearningmotivation.Sincerely,theauthorhopesthatproblemsandcorrespondingmethodsdiscussedinthispapercanhelpEnglishteachersimprovethequalityofEnglishteaching.Keywords:motivationtheory;Englishlearning;attributiontheoryvi 论中学生英语学习动机的激发和培养摘要:随着全球化的不断发展，“英语热”一直有增无减，关于英语教学的研究也因此倍受重视。Jakobovits经过调查发现，影响外语学习的几个因素中，动机占33%，与才能所占比重持平，可见动机是影响外语学习的主要情感因素之一。然而以前的研究还是多集中在学习动机的分类和理论研究上，较少涉及动机理论与教学的关系及动机理论在具体教学活动中的应用。在文章中，作者首先阐述了以往的学者关于动机的定义,从PitCorder，Garnder,到Pintrich&Schunk,再到杜福兴。继而在理解和总结的基础上，提出了自己的关于动机的定义。其次，作者阐释了关于动机的传统分类，工具性动机和融合性动机，内部动机和外部动机。再次，作者总结出中国中学英语学习者存在的主要问题:英语课堂中的焦虑情绪和以考试为导向不良的英语学习模式。同时针对这些问题，作者总结出部分动机理论，如：认知主义当中的归因理论和成就动机理论，Dörnyei的三层次动机理论。最后，在相关理论的指导下提出一系列激发培养学生学习动机的方法:一，建立一个基本的动机培养环境，让学生处在一个愉悦并且积极的学习环境中；二，通过文化教学的方式让学生不断接触学习目标语文化（即英语国家文化）,以此来激发培养学生的融合性动机。三，通过提高英语学习者的自我效能感和正确归因来激发学生英语学习动机。衷心希望文章中所提出的问题和相应的对策方法能够对英语教学者有所启发，帮助他们更加有效的激发培养中学生英语学习动机，提高英语教学质量。关键词：动机理论；英语学习；归因理论vi TableofContents1.Introduction………………………………………………………………………..12.TheoriesofMotivation…………………………………………………………....22.1TheDefinitionofMotivation…………………………………………….........22.2TheClassificationofMotivation……...………………………………………32.3AttributionTheory……………………………………………………………..52.4Self-EfficacyTheory…………………………………………………………..52.5Dörnyei’sThree-LevelCategorization…………………………………….......63.MainProblemsinEnglishClassinMiddleSchool………………………............73.1Learners’AnxietyinClassroom……………………………………………….73.2Exam-OrientedLearningMode………………………………………............74.MethodsofInspiringandCultivatingStudents’Motivation…………..………....84.1ToCreateaPleasantandSupportiveLearningEnvironment……….................84.2TheApplicationofCollaborativeLearning…………………………………....94.3ToFamiliarizeLearnerswithTargetLanguageCulture………………...........104.4ToGenerateStudents’Motivation……...……………………………….........114.4.1ToEnhanceStudents’SenseofSelf-EfficacyandTheirConfidence…..114.4.2AttributionTraining………………………………….…………………135.Conclusion……………………………………………………………………….14References…………………………………………………………………………...15vi vi 1.IntroductionAsglobalizationcontinuestodevelop,Englishisbecomingmoreimportantthanever.Inmostmiddleschoolsinchina,Englishisanimportantandcompulsorysubjectforstudents.Inthatcase,researchesonEnglishlearninghavebeenpaidmoreattentionto.ThereareLotsoffactorsthatinfluencesecondlanguageacquisition,suchasmotivation,ability,learningstrategy,learningattitude,age,gender,etc.AccordingtoJakobovits’survey,amongthoseelements,motivationaccountsfor33%,ability33%,intelligence20%,others14%(Jakobovits,1970).“Motivationonforeignlanguagelearningisoneofthemostdynamicfactorsinindividualfactorsoflanguagelearners(Qinxiaojing,2002).Motivation,therefore,playsanimportantroleinaffectingforeignlanguageacquisition.Motivationissoimportantthatmanysecondlanguageresearchershavebeenresearchingonitinthelastthreedecades.Oneofthemostgeneralandwellknowndimensionsinmotivationtheoryisintrinsicandextrinsicmotivation.Generallyspeaking,internalmotivationisregardedasacentralmotivatorintheeducationalprocess.Meanwhile,cognitivemotivationtheories,asakindoftheorylaidmorestressonthelearner’sinternalthoughts,beliefsandemotionsratherthantheexternalenvironment,areemphasizedinthispaper.Inthe1990s,theHungarianscholarDornyeiputsforwardacomprehensivetheoryofmotivation.Thistheoreticalframeworkdividesallthemotivationcomponentsintothreelevels—theleveloflanguage,theleveloflearners,theleveloflearningsituation.Dornyei’stheoryillustratesthatlearningmotivationofforeignlanguageisnotonlyrelatedtothelearningsubject(learners),butalsorelatedtothelearningobject(targetlanguage)andlearningsituations.Forthefirsttime,hecombinesthemotivationstudieswithlanguageteachingandlearningclosely,providingatheoreticalbaseforinspiringstudent’slearningmotivation.However,previousstudiesfocusmoreontheclassificationofthelearningmotivationandtheoreticalresearch.Fewerresearchesontherelationshipbetweenmotivationtheory16 andteachingandtheapplicationofmotivationtheoryareconductedbefore.Inthisthesis,firstofall,theauthorexpoundsthedefinitionofpreviousscholarsaboutmotivation,fromPitCorder,Garnder,toPintrich&Schunk,toDuFuxing.Secondly,theauthorillustratesthetraditionalclassificationofmotivation:integrativemotivationandinstrumentalmotivation,internalmotivationandexternalmotivation.Thirdly,theauthorsumsupthemainproblemsofChineseEnglishlearnersinmiddleschool:theanxietyinEnglishclassroomandexam-orientedlearningmode.Inordertosolvethoseproblems,theauthorsuggestsaseriesofmethodsforstimulatingstudentslearningmotivation.2.RelatedTheoriesofMotivationInthissection,theauthorillustratessomebasicconception,includingdefinitionandclassificationofmotivationandanalyzessomecloselyrelevantmotivationtheorieswhichareappliedinthemethodstoinspireandmotivatestudents’learningmotivation.2.1TheDefinitionofMotivationThestudyofmotivationisaprominentareabothinthefieldsofpsychologyandeducation.BeforeweconcludethosemethodsforEnglishteachersforstimulatingstudents’foreignlanguagelearning,theauthorbelievesitisessentialtoillustratethatwhatmotivationis.AccordingtoGardner,motivationreferstothecombinationofeffortplusdesiretoachievethegoaloflearningthelanguage.(Gardner,1985).Histheoryaboutforeignlanguagelearningmotivationisregardedasstartingpointforotherresearches.Brophyputforwardadefinitionthat“Motivationisatheoreticalconstructusedtoexplaintheinitiation,direction,intensity,andpersistenceofbehavior,especiallygoal-directedbehavior”(Brophy,1998)AnotherdefinitionmadebyPintrichandSchunksuggests:“Motivationisthe16 processwherebygoal-directedactivityisinstigatedandsustained”.“Motivationisaprocessratherthanaproduct.Asaprocess,wedonotobservemotivationdirectlybutweinferitfromsuchbehaviorsasachoiceoftasks,efforts,persistence,orverbalization”(Pintrich&Schunk,1996).Simplyspeaking,motivationisthelearner’sdirectinnerdrivetoguideandstirpersonalbehavior,andexcitepersonaleffortstoachievegoal.AsDuFuxing(2003)summarizes,motivationisastateofcognitiveandemotionalarousalwhichmayproduceaconsciousdecisiontoact,anditneedsaperiodofsustainedintellectualand/orphysicaleffortinordertoattainapreviouslysetgoals.Thusinauthor’sopinion,teachersshouldbeawareofdifferentkindsofinternalfactorsandexternalfactors,andhowtheyhaveinfluenceonlearningbehaviors,andwhatkindoffactorwouldbemorelikelytoarouselearner’interestandpromotelearner’sautonomysoastoachievelearninggoals.2.2ClassificationofMotivationAccordingtolearninggoalsandneeds,fourmajorkindsofmotivationshavebeenidentified:integrativeandinstrumentalmotivation,intrinsicandextrinsicmotivation.InstrumentalandIntegrativeMotivationOneofthebest-knownandhistoricallyimportantstudiesofmotivationinsecondlanguagelearningisthatofRobertGardnderandWallaceLambert(1972).TheymadeextensivestudiesonforeignlanguagelearnersinCanada,severalpartsofUnitedStatesandthePhilippines,andclassifiedtwotypesofmotivation:instrumentalandintegrativemotivation.ItisthoughtthatstudentswhoaresuccessfulEnglishlearnersarethosewholikethepeoplethatspeakthelanguage,admirethecultureandhaveadesiretobecomefamiliarwithorevenintegrateintothesocietyinwhichthelanguageisused(Falk,1978).Yettheinstrumentalmotivationisthemotivationofthelearnertolearnalanguageforsomeexternalgoalsorpragmaticreasons.AccordingtoGardner&Lambert(1959),itisinstrumentalmotivationthatpusheslearnerstopursuetheactualvaluesandadvantageofatargetlanguage.Theytrytheirbesttoacquirealanguage16 forsomefunctionalreasons:topassanexamination,toreadandtranslatethenewsorbooks,towatchforeignfilms,togoabroad,togetabetterjob,ortogetmoreopportunitiesontheircareerandsoon.Undoubtedly,theinstrumentalmotivationhassomethingtodowiththepracticalvalueforlanguagelearners.Whilebothintegrativeandinstrumentalmotivationisessentialelementsofsuccess,itisintegrativemotivationthathasbeenfoundtosustainlongtermeffortwhenlearningasecondlanguage(Tayor,MeynardandRheault1997).InsomeofearlyresearchesconductedbyGarnderandLambertintegrativemotivationwasviewedasbeingofmoreimportanceinaformallearningenvironmentthaninstrumentalmotivation(Ellis1997).Thosecansupportthatanintegrativeapproachtolanguagestudyisusuallymorehighlymotivatedandoverallmoresuccessfulinlanguagelearning.IntrinsicandExtrinsicMotivationAnotherdimensionofmotivationistheclassificationofintrinsicandextrinsicmotivation(Deci,1975;Deci&Ryan,1985).EdwardDeci(1975)definedintrinsicmotivation:Intrinsicallymotivatedactivitiesareonesinwhichthereisnoapparentrewardexcepttheactivityitself.Peopleseemtoengageintheactivitiesfortheirownsakeandnotbecausetheyleadtoanextrinsicreward.Intrinsicmotivationoriginatesfromthelearner’sinterestinlanguagelearning,andthelearningbehavioristheresultofvoluntary.Withtheintrinsicmotivation,peoplearemorewillingtomeetchallenges.Extrinsic motivation is derived from external influences. Thelearnerswanttoobtainsomeexternalrewards(e.g.highmarks,rewardsorpositivefeedback)ortoavoidpunishment.Moresimply,intrinsicmotivationis“Iwanttolearn.”Whileextrinsicmotivationis“Iamforcedtolearn”.Laterstudiesfoundthatwhencombingextrinsicmotivationandintrinsicmotivationtogether,itwillhelptoconsolidatetheeffectofintrinsicmotivation.2.3AttributionTheoryAttributionisaconceptinsocialpsychologyaddressingtheprocessesbywhichindividualsexplainthecausesofbehaviorandevents.PsychologyresearchofattributionbeganwiththeworkofFritzHeiderintheearlypartofthe20th.century16 ,whichwassubsequentlydevelopedbyotherssuchasHaroldKellyandBernardWeiner.WeineristherepresentativeofSuccess-FailAttributionTheory.Weinerproposedthatability,effort,thedifficultyoftaskandluckarethemostvitalfactorsinfluencingattributionsforthelearners’achievements.Atthesametime,hedividesthesefactorsintothreedimensions:firstly,internalattributionandexternalattribution;secondly,stableattributionandunstableattribution;thirdly,controllableattributionanduncontrollableattribution.Asthedimensiondivides,abilityisregardedasinternalandstable;taskdifficultyisregardedasexternalandstable;effortisperceivedasinternalchangeableandlearner-controlled;luckisexternal,changeableandnotlearner-controlled.2.4Self-EfficacyTheoryAlbertBanduraisthefirsttoputforwardtheconceptofSelf-EfficacyTheory.Theso-calledself-efficacymeansasubjectivejudgmentonwhetherthelearnercanperformanactionsuccessfullyornot.Ifthelearnerhasastrongsenseofself-efficacy,itiseasierforthemtoattainthesuccess,becausethestrongsenseofself-efficacywillproducethestrongbeliefthattheycansucceedintheforeignlanguagelearning,andlearnerswillhavemoreconfidencesandmorepersistenceintheprocessofachievingthelearningtasks.Therearefourfactorsthatinfluencetheself-efficacy.Firstly,itisdirectexperience.Thelearner’sdirectexperienceexertsthemostpowerfulinfluenceonhisorherself-efficacy.Generallyspeaking,successfulexperiencesmaypromotelearner’sself-efficacy.Adversely,agreatdealoffrustratedexperiencesmaydiminishlearner’sself-efficacy.Secondly,itissubstituteexperience.Thelearnergetstheindirectexperiencebyobservingothers’performances.Thirdly,itisverbalpersuading.Thiswayenhancesthelearner’sself-efficacythroughadvice,suggestionandpersuading,butthiswayishardtolastforalongtime.Fourthly,itisemotionalarousing.Theemotionalongwithphysicalconditionmayaffectlearner’sself-efficacy.2.5Dörnyei’sThree-LevelCategorizationThefirstexplicitattentiontoteachers’roleregardinglearners’motivation16 inspirationwasgivenbyDörnyei(1994).“IbelievethatthequestionofhowtomotivatestudentsisanareaonwhichL2onresearchhasnotbeenplacedsufficientemphasisinthepast”(Dörnyei,1994).Heoutlinesamultilevel,comprehensivemotivationalconstructrelevanttoL2classroommotivationinwhichteacherisanimportantpart.Inattempttoemphasizethedifferentcomponentsinvolvedinsecondlanguagemotivation,Dörnyei(1994)proposedathree-levelcategorization.Histheoryincludesthreelevels:languagelevel,learninglevelandlearningsituationlevel.InDörnyei’smodel,thelanguagelevelencompassesvariousorientationsandmotivesrelatedtoaspectsofthesecondlanguage,suchasthecultureandthecommunity,andtheusefulnessofthelanguage.Thelearninglevelinvolvestheindividualcharacteristicssuchasself-confidence,needforachievement,languageanxiety,overtlanguageaptitude,attributionandself-efficacy.ThesefactorsarebroughtintothelearningtaskandhavegreatinfluenceonaL2learningresult.Themainconcernofthemodelislearningsituationallevel,whichincludescomponentsrelatedtothecourse,teacherandgroupdynamics.Thecourse-specificcomponentsrefertothesekindsofmotivationalcomponents,suchasthelearner’sinterestinthecourse,therelativitybetweenlanguageteachingandthelearner’sneedsorgoals,thelearner’sexpectancytolearnalanguagewell,theirsatisfactionwiththeteachingactivitiesandsoon.Theteacher-specificmotivationalcomponentsarelinkedwithteacher’sbehavior,personalityandteachingstyle.Thegroup-specificmotivationalcomponentsarerelatedwithgroupdynamics,suchasgoalorientationofthegroup,classroomgoalstructureetc.itissuggestedthatintheclassroomgoalstructure,cooperationcanstimulatetostudents’passionmoreeasilythancompetition.16 3.MainProblemsinEnglishClassinMiddleSchoolAlthoughEnglishlearninghasbeenpaidmuchattentionsincetheintroductionofthiscourse,therestillaresomecommonandobviousproblemsintheEnglishlearning.Inthispart,theauthormainlymentionstwoproblemsinEnglishclassroomfromtheperspectiveofstudents.3.1Learners’AnxietyinClassroomAccordingtosomescholars’studiesandobservationsinteaching,theauthorfindsthatsomestudentssufferexcessiveanxietyinclassroomduetotheirpersonality,previouslearningexperience.Theyareafraidofmakingmistakes,darenotexpressthemselvesinpublic,andseldomvolunteertoanswerthequestions.SomeofthemhavestrongaccentinspeakingEnglish,orsomeareshyandintrovert.Theythinkitisface-losingandembarrassingtospeakEnglishwithstronglocalaccent.Thentheytrytoavoidopeningtheirmouthsandkeepsilent.However,theauthorfindsthatatthebottomoftheirhearts,theyareanxiousandeagertospeakEnglishwellbuttheyareconfusedabouthowtoimprovetheirEnglish.Actuallytheyneeddirections,instructions,encouragementandhelpfromtheteacherorotherlearners.Thereforethebestwaytohelpthemistoshowthemcertainlearningskillsorstrategiesandestablishasupportiveandrelaxinglearningatmosphere.Inordertominimizetheclassroomanxiety,theteacherneedtoencouragethelearnerswithsuchwordsthat“let’sassessourprogressandlearnfromourmistakes’’,“weareheretolearn,andyoucannotdothatwithoutmakingmistakes”or“ifwedarenottakerisksofmakingmistakes,wegetnoimprovement”andsoon.3.2Exam-orientedLearningModeThebiggerproblemliesinthewayChinesestudentsstudyEnglish.ActuallytherealgoalofmanystudentsinChinaisnotinterest-oriented;instead,theirrealaimistopassEnglishexaminations.Sotheirtimeandenergyismuchfocusedonpassingallkindsofexamsratherthanlearning.Whentheexaminationisover,studentsoftenpromptlyforgetwhattheylearned,andthentheyignoretheirEnglishstudyuntilthe16 nexttestcomes.AlthoughstudyingfortestsmayhelpstudentslearnEnglish,passingtestsisnotthesamethingaslearningEnglish.Infact,itispossibletogetgoodscoreswithouteveractuallydevelopingmanyusefulskillsinEnglish.Perhaps,evenmoreimportant,studentswhowanttolearnEnglishneedtotakechargeoftheirownlanguagelearning,insteadofjustpassivelydoingwhattheirteachersaskthemtodo.Theymustdecideforthemselveswhatskillstheywanttomaster,andthenactivelycarryoutaplanfordevelopingthoseskillsnomatterwhetherthereisanytestornot.4.MethodsofInspiringandCultivatingtheStudents’MotivationonEnglishLearningSometeachersarechallengedbythefrustrationandhelplessnessinmotivatingstudentstolearnandbelievetheoldsayingthat“youcanleadahorsetowater,butyoucan’tmakehimdrink”.Yetteachersarenotpowerlesstoinfluencestudentmotivation.Thoughwecan’tmakehorsesdrink,wecanincreasethelikelihoodoftheirdrinkingifwegivethemapailofsaltbeforebringthemtothewater.Teacherscanhaveapowerfulinfluenceoverthelearners’motivationtrougheffectivemethods.4.1ToCreateaPleasantandSupportiveLearningEnvironmentAsforlearningaforeignlanguage,theenvironmentcanberegardedasateacherbecauselearninglanguageneedscontext.Agoodenvironmentorcontextcannotonlygivestudentsthefavorablelearningconditionandsurrounding,butalsohelpstudentsfeeltheneedofstudygradually.ItishardforstudentstounderstandtheimportanceoflearningEnglishiftheschoolhasnotanyEnglishatmosphere.Therefore,teachersandschoolscantakesomeeffectivemeasuresforthis.Forinstance,somesloganinEnglishorsomewesternpaintingscanbehungonthewallofclassroom.Inthatway,studentscanfeelthattheyareclosetoEnglish.4.2TheApplicationofCollaborativeLearningAccordingtoDörnyei’sThree-LevelCategorization,hedividedthoseinfluences16 ofEnglishlearningintothreelevels:languagelevel,learninglevel;learningsituationlevel.Basedonhisanalysisofgroupdynamics,cooperationhasmorestimulationtostudents’passioninlearningthancompetition.AstheWikipediasays,collaborativelearningisasituationinwhichtwoormorepeoplelearnorattempttolearnsomethingtogether.Unlikeindividuallearning,peopleengagedincollaborativelearningcapitalizeonother’sresourcesandskills(askingoneanotherforinformation,evaluatingoneanother’sideas,monitoringoneanother’swork,etc.)Inthisteachingandlearningmode,studentsareabletofeeltheenjoymentoflearning,andthesenseofsuccessintheprocessoflistening,reading,speakingandwriting,toestablishstudents’confidenceaswell.Inthelongterm,studentsmaylearnEnglishactively,insteadofpassively.Sothatisthefirstprincipleofthecollaborativelearning—theprincipleofinterest.Inthisnewmodeofclass,studentsareputinthefirstplaceandtheirowngroupsfinishthoselearningobjectivesintheinteractionwiththeirmembersandteachers.Inthatway,studentswillbemorewillingtoparticipateintheEnglishlearning.So,thatisthesecondprinciple.Thethirdprincipleistheprincipleofequality,cooperation,andinteraction.Basedonthemoderneducationaltheories,weknowthattheessenceofteachingandlearningisthecommunicationbetweenteachersandstudentsandamongstudentsaswell.Thisprocessencompassestheinteractionsinalllevels.Thus,followingthisprincipleisbeneficialtotheimprovementoftheprocessoflearningandteaching.Nextprincipleisabouttheprincipleofdevelopmentalassessment.Inthiskindofassessment,thegroupassessmentismoreimportantthanindividualassessmentandmoreattentionispaidtotheevaluationonstudent’sinterests,attitude,habits,learningmethodsandstrategies.Thisnewassessment,fardifferentfromtraditionalassessment,ishelpfultomotivatestudents’learninginterests,andcultivatetheirconfidence.Thelastprincipleistheprincipleofcomprehensiveness.Ifteachersimplythiscollaborativelearningmode,students’languageskillsinallpartswillbestrengthened.16 4.3ToFamiliarizeLearnerswiththeTargetLanguageCulture“Languageisthecarrierofcultureandcultureisthecontentoflanguage.Thereisnolanguagewithoutculturecontent.”“Asamirrorofculture,languageisstronglyinfluencedandshapedbyculture”.Theyrelayoneachothersincethebirthoflanguageandculture.Thisterm-“culture”referstothetotalpatternofbeliefs,customs,institutions,objectsandtechniquesthatcharacterizethelifeofahumancommunity.While,languageisthemostimportantoneofcultureandlanguagealsoreflectsculture,accordingtothedefinitionandillustrationoftheintegrativemotivation,studentswhoaremostsuccessfulinEnglishlearningarethosewhoadmirethecultureandhaveadesiretobecomefamiliarwithorevenintegrateinthesocietyinwhichthelanguageisused(Falk,1978).Obviously,wecanconcludethattheculturalteachinginEnglishteachingcanarousestudents’learningmotivation.Intheprocessofculturalteaching,therearethreeprinciplesneedtobenoticed:(1)theprincipleofrelevance(2)theprincipleofcomparativeness(3)theprincipleappropriatenessTheprincipleofrelevancedemandstheculturaleventsoractivitiesintroducedinEnglishclassshouldbecloselyrelatedtothebackgroundofthetargetlanguage.Inaddition,ifpossible,thoseresourcesshouldbeauthenticandclosetolearner’slife.Inthisway,studentswilllearnamorepracticalskillsandknowledgeaboutEnglish.Ifwhattheylearnedisoftenimpliedintheirdailylife,theymayfeelverymotivatedfortheEnglish.FortheChinesestudents,thecultureclashanddifferentbackgroundisthehugebarrierforthemtoacquireEnglishandcommunicatewithnativespeakers.However,itisexactlytheculturaldifferencethatcangreatlymotivatestudents’interestinlearning.Therefore,duringtheprocessintheteaching,especiallyatthebeginningoftheclass,teachersshouldfollowthecomparativeprinciple.Thenitwillbeeasierforlearnerstoavoidsomemistakeswhentheycommunicatewithnativespeakersorfaceanewlanguageitem.Thethirdprinciplerefersthatteachersshouldconsiderstudents’capabilityandintroducesculturalknowledgebasedonthetaskandobjectivesforthisclass.16 Besides,thereisnodoubtthattheculturalknowledgehasgreatimpactonthecultivationofstudents’basicskills.Forinstances,whenstudentsaredoinglisteningexercises,theymayknowthemeaningofeverywordbutfailtounderstandthemeaningofthiswholepassageonlyforthelackoftheculturalinformation.Itisthesamewithreadingandwriting.Englishmaterialsinevitablyconveywesternculture.Lackingtheculturalbackgroundwilldefinitelypreventstudentsfromunderstandinginreadingandwriting.Let’stakeaChineseword-“黄”asanexample.Thatwordisusuallyequaltothemeaningofpornographic.ButinEnglish,“blue”isusedtoexpressthatimplication,insteadofyellow.Thatreflectsthatthedifferenceofwords’connotationsistheresultofcultureclash.Sobeforestudentsareexposedtothosenewmaterials(ep.idiomsandliteraryworks),moreattentionshouldbepaidtotheintroductionofculturalknowledge.Also,undoubtedly,beingexposedtothecultureofthetargetlanguageisindispensablefororalEnglishbecausethatpeople’sconversationusuallyconveysmoreimplicitinformationabouttheculturethanliteralmeaning.Indailylife,wemayfindthatsomestudentscannotcommunicatewithnativespeakerseventheyknoweverywordintheirconversation.ImaginethatonediligentEnglishlearnercanhavethecommonconversationwithnativespeakers,whattheywillfeel?Thiskindofsenseofsuccesswillgreatlymotivatestudents’learninginterest.4.4ToGenerateStudents’MotivationInthepreviouspart,theauthordiscussesthewaytocultivatethestudents’motivationfromthemacroscopicaspect,suchasdevelopingaappropriateEnglishlearningatmosphereandformacollaborativelearningmode.Inthefollowingpart,thefurtherstrategiesareraisedtoinspirestudents’motivation.4.4.1ToEnhancetheSenseofSelf-EfficacyandTheirConfidenceForeverything,Confidenceisessential,especiallyforlearningEnglish.Havingenoughconfidence,usually,meansasuccessfulstart.WeallknowthatitisunrealisticandimpossibletorequireallthestudentstomakethesameachievementinEnglishlearning.Inoneclass,somestudentscontinuouslystruggletokeepupwiththeirclassmatesowingtoacertainreasons.Amongthosestudents,someofthemmayfeel16 ashamedoftheirstrongaccentandothersareconfusedwiththepronunciationofthesewords.Sowhatteachersshoulddoinordertoincreasestudents’confidenceinEnglish?Inchaptertwo,atheorycalledSelf-EfficacyTheoryismentioned.Thistheorythinkthatifthelearnerhasastrongsenseofself-efficacy,itiseasiertoattainthesuccess,becausethestrongsenseofself-efficacywouldproducemoreconfidences,morepersistenceintheprocessofachievingthelearningtasks.Morespecificallyspeaking,therearefourelementsinfluencingtheself-efficacy.Thefirstisdirectexperience.Therefore,studentsshouldbeexposedtomuchmoresuccessfuldirectexperiences.Forexamples,reducethedifficultylevelsofthetasksandofferthemthetasksthattheycanhandle,especiallyforthoseunconfidentEnglishlearners.Intheprocessoflearningandteaching,teacherscanrestatehis/herrequirementsandquestionstomakesurethatstudentsunderstandwhattodoandgetofftogoodstart.Thenasfortheassessment,positiveencouragementandcommentsshouldbeprovided.Teachersshouldlaystressontheirsuccessfulperformancesandhomeworks.Secondoneissubstituteexperience.IfEnglishlearnersobserveother’sprogress,theymayprobablyfeelmotivatedandinmatetheirpeers.Thethirdoneseemstobetheteacher’stask.Itisverbalpersuadingincludingadvice,suggestionandpersuading.Onepointshouldbementionedthatteacher’ssuggestionsneedtobespecificenoughandpracticaltoeverystudent.4.4.2AttributionTrainingFromthechaptertwo,weknowthatthedifferentattributionmodemayleadtodifferentinfluenceonlearner’smotivation.Iflearnersattributetheirtemporaryfailureintoabilitywhichisregardedasinternalandstable,theymayprobablylosetheirfaithinEnglish.Therefore,asateacher,offeringsomeattributiontrainingseemsverynecessary.Firstly,teacherscanintroduceandillustratetheAttributionTheory.Thenthestudentswilllearnthesignificanceoftheattributiontrainingwhichmayinfluencetheirbehaviorandmentalsituation.Throughdevelopingcorrectattribution,studentsmaylearnEnglishmoreactivelyandefficiently.Fromlotsofteachingcases,theauthorfindsthatthereasonwhysomestudentsthinkthemselvesaspoorstudentsisthattheirattributiontendencyismisguided.So,beingateacher,theyshouldexplain16 thistheorywithvividexamplesandassistwiththemtoformthecorrecttendencyofattribution.Secondly,teachersshouldsetexamplestostudentsbecausethatteachers’behaviorhaveusuallygreatimpactonstudents.Forexample,teacherscangivemorepositiveexpectancy,paymoreattentiontotheattitudeandevaluatestudentsobjectively.Afewteachersmaythinkthatthoseso-calledpoorstudentshavetheproblemofability.Inthatway,studentswillfeelthesenseofincapabilityandhurthisself-esteem.Itismoreadvisabletotrustthem,encouragethem,andcollaboratewiththem,combiningwithlesspunishmentandmoreencouragementandreward.Thirdly,appropriateeducationalmeasuresbasedonstudents’differenttendencyofattributionshouldbetaken.Theformationofstudents’attributionmodedependsonthesubjectiveandobjectivesituation.Forinstance,outstandingstudentscommonlytendtobearrogantandfeelpriortootherssincethatthesufficientpositiveexperiencesinthepaststrengthentheirconfidenceandself-esteem.Therefore,forthisgroup,theteachershouldchangetheirstrategiesandattributetheirsuccesstoopportunityandthedifficultydegreeoftasks,insteadoftheireffortandability.Thatmaypreventthemfromthinkingthemselvesasunbeatable.Thesemeasuresservetomakethemawareoftheiradvantagesanddisadvantagesandtokeepasobermindinthelongrun,viceversa.5.ConclusionNowadays,withthedevelopmentofvarioustechnologiesandeconomicactivities,languageeducationcatchesmoreattention.Thereisnodoubtthatlearners’motivationonEnglishlearningtakesonthevitalroleinitbecausethatnoteachercanaccompanythestudentforthewholelife.However,itisapitythatsomeoftheEnglishlearnerinmiddleschoolispassiveanddependent.Thereforeitisnecessaryforustofigureoutwhattheproblemaboutthelearningmotivationisandhowto16 inspireandcultivatelearners’motivationefficiently.Inthisthesis,theauthorpointsouttwocommonproblemsofEnglishlearninginmiddleschool,includinglearners’anxietyinEnglishclassandtheexamination-orientedmotivationmode.AndthentheauthorraisesseveralwaystohelpEnglishteachersinspireandcultivatestudents’learningmotivation.First,throughestablishingabasicmotivationalenvironment,letthestudentsbeinacheerfulandpositivelearningenvironment;second,exposedinthecultureoftargetlanguage,studentscanbeinspiredtodeveloptheintegrationmotivation.Thirdly,byincreasingtheEnglishlearners'senseofself-efficacyandthecorrectattribution,teacherscanstimulatestudents'Englishlearningmotivation;fourthly,Englishteacherscanincreasestudents’autonomywiththeapplicationofcollaborativelearningmode.Althoughthosemethodsarefeasibletheoretically,itwillbebetteriftheEnglishteacheradjusttheconcretemeasurebasedontheirteachingreality.Also,thosestrategiesstillneedtobeimprovedandrevisedintheprocessofEnglishteachingandlearning.Theauthorhopessincerelythattheresultsandconclusionswillbeusefulforsometeacherstoinspireandcultivatestudents’motivation.16 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