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Research on the Inspiration and Reference of Foreign Motivation Theory to Language Teaching Reform in China
| Content Provider | Semantic Scholar |
|---|---|
| Author | Tong, Linling |
| Copyright Year | 2017 |
| Abstract | The study of foreign language learning motivation begins with Gardner and Lambert, is the research under the framework of social psychology. Since the 1990s, there have been several new theories of motivation research, such as expectation-value theory and attribution theory. The development of motivation theory for Chinese foreign language teaching is mainly reflected on how to stimulate and maintain students' foreign language learning motivation in foreign language teaching classroom. This paper attempts to discuss the way and method of foreign language teaching reform in our country by combining the relevant principles of motivation theory and its development. In the field of education, more and more attention are paid to how to teach students to learn today, such as learning motivation, learning interest and other non-intellectual factors on the impact of student learning, which increasingly arousing widespread concern by the education department, in college English teaching reform, we have encountered a variety of problems in the daily teaching. In order to avoid too much failure, some students don’t want to take the initiative to try in the study; although the IQ of some students is not bad, but in the learning initiative and enthusiasm aspects, there is not existing a big enough; other students can not focus on the knowledge being learned due to excessive anxiety, so that the decline appears in academic performance and so on. All of these problems can be attributed to learning motivation. This paper attempts to discuss the motivation theory and its development situation to explore the way and method of teaching reform on our university English teaching. Motivation and Learning Motivation Motivation is to stimulate and maintain the individual to carry out activities, and lead to the activities of a mental orientation towards a goal or motivation. Learning motivation refers to an internal motivation to directly promote students' learning, which is a requirement to inspire and guide students to learn. It is an important non-cognitive factor that affects students' learning. Cognitive psychologists divide learning motivation into external learning motivation and internal motivation. External learning motivation refers to the fact that people are motivated by external incentives which are not in the activity, and out of the activity, they are interested in the results of the study. On the contrary, for the internal learning motivation, motivation satisfaction is within the activities, not outside the activities, it does not require external incentives, punishment to make the action point to achieve the target, because the action itself is a driving force. External motivation emphasizes external stimuli, such as incentives, good grades, praise, etc.; intrinsic motivation emphasizes learning behavior itself bringing satisfaction, pleasure and so on. Many studies have shown that, in the long run, intrinsic motivation is more conducive to foreign language learning. The Motivation Theory Since the eighties of the last century, the following motivational theories have had a profound impact: the expectation-value theory argues that the motivation of an individual's accomplishment is determined by his expectations of the likelihood of success of the task and the value given to it. Individuals believe that the greater the likelihood of achieving the goal, the greater the incentive value obtained from this goal, the greater the motivation for the individual to complete the task. Attribution theory points out that the outcome of the behavior is attributable to three factors: control, This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Copyright © 2017, the Authors. Published by Atlantis Press. 1924 Advances in Computer Science Research (ACSR), volume 76 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017) |
| File Format | PDF HTM / HTML |
| DOI | 10.2991/emim-17.2017.393 |
| Alternate Webpage(s) | https://download.atlantis-press.com/article/25879606.pdf |
| Alternate Webpage(s) | https://doi.org/10.2991/emim-17.2017.393 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Notice |
