Question

个体差异因素与第二语言习得 翻译三

三、动机因素与第二语言习得
外语老师及语言教学专家一致认为动机因素在第二语言习得中发挥重要作用。动机指的是那些能引起、维持一个人的活动, 并将该活动导向某一目标, 以满足个体某种需要的念头、愿望、理想等因素。在第二外语习得过程中, 学习者可能有多种多样的动机。动机可分如下具体类型:

11 工具性动机(instrumental motivation) 。工具性动机是第二语言习得者对外语本身并无兴趣或没有与讲母语的人进行交际的条件, 学习外语只是作为达到其他目的的手段或工具, 如找工作、读原文报刊或通过考试等等, 这样的动机称为工具性动机。在闭塞的条件下, 工具性动机会显示出较大的作用。因为, 在此环境下, 它是人们学习外语的唯一动力。如果没有它, 人们对外语学习的努力就会终止, 这是工具性动机不利的一面。

21 结果动机( resultative motivation) 。结果动机是指第二语言习得者由于取得好的学习成绩, 产生成就感而获得的满足。动机与学习成绩是相辅相成的, 较高层次的动机会促进和刺激学习; 反过来,学习中取得的良好成绩———一些既定的学习目标的实现, 也有助于保持已有的动机, 甚至会产生其他种类的动机, 从而达到良性循环。

31 综合动机(integrative motivation) 。综合动机指的是由于第二语言习得者对其所学语言为母语的民族及其文化等怀有一种浓厚的兴趣而学其语言,以达到与其交往、甚至融于该社会文化之中的目的。第二语言习得者综合动机的强弱直接影响其学习成绩。综合动机和工具性动机对正规学习环境中机的学生课堂上表现较为积极主动, 学习有韧劲,很少出现放弃的情况。当然综合动机并不是学习的内部动因, 自信心在外语中亦发挥重要作用。
41 内在激励(intrinsic motivation) , 也叫直接满足。它是指第二语言习得者从学习本身所获得的满足。要使学生对学习产生兴趣, 培养内在激励, 主要靠教师发挥能动性, 在课堂上充分调动学生的积极性; 同时鼓励学生在课堂上多交流, 自主地调整自己的学习。教师亦应调整好学习内容, 做到深浅适度。课堂活动应丰富多彩, 多提供分组活动的机会。总之, 教师和学生保持和谐的关系是维持学生兴趣的关键。

Answer 1

11 工具性动机(instrumental motivation) 。工具性动机是第二语言习得者对外语本身并无兴趣或没有与讲母语的人进行交际的条件, 学习外语只是作为达到其他目的的手段或工具, 如找工作、读原文报刊或通过考试等等, 这样的动机称为工具性动机。在闭塞的条件下, 工具性动机会显示出较大的作用。因为, 在此环境下, 它是人们学习外语的唯一动力。如果没有它, 人们对外语学习的努力就会终止, 这是工具性动机不利的一面。

21 结果动机( resultative motivation) 。结果动机是指第二语言习得者由于取得好的学习成绩, 产生成就感而获得的满足。动机与学习成绩是相辅相成的, 较高层次的动机会促进和刺激学习; 反过来,学习中取得的良好成绩———一些既定的学习目标的实现, 也有助于保持已有的动机, 甚至会产生其他种类的动机, 从而达到良性循环。

31 综合动机(integrative motivation) 。综合动机指的是由于第二语言习得者对其所学语言为母语的民族及其文化等怀有一种浓厚的兴趣而学其语言,以达到与其交往、甚至融于该社会文化之中的目的。第二语言习得者综合动机的强弱直接影响其学习成绩。综合动机和工具性动机对正规学习环境中机的学生课堂上表现较为积极主动, 学习有韧劲,很少出现放弃的情况。当然综合动机并不是学习的内部动因, 自信心在外语中亦发挥重要作用。
41 内在激励(intrinsic motivation) , 也叫直接满足。它是指第二语言习得者从学习本身所获得的满足。要使学生对学习产生兴趣, 培养内在激励, 主要靠教师发挥能动性, 在课堂上充分调动学生的积极性; 同时鼓励学生在课堂上多交流, 自主地调整自己的学习。教师亦应调整好学习内容, 做到深浅适度。课堂活动应丰富多彩, 多提供分组活动的机会。总之, 教师和学生保持和谐的关系是维持学生兴趣的关键。:
11 tools of motivation (instrumental motivation). Tools motive is the second language acquisition of the language itself are not interested or did not speak the mother tongue of the conditions for communication, learning English only as a means to achieve other purposes, or tools, such as looking for work, reading newspapers or through the original examination and so on, such as the motivation tool motive. Under the conditions of the occlusion, tools and dynamic opportunity to demonstrate a greater role. This is because, in this environment, it is the only people learning foreign languages momentum. Without it, people on the efforts of foreign language study will be terminated, it is a tool of motivation negative side.

21 Results motivation (resultative motivation). Results motivation is that second language acquisition, as a good achievement, a sense of accomplishment and satisfaction obtained. Motivation and achievement are mutually supportive, a higher level of dynamic opportunity to promote and stimulate learning; Conversely, the study achieved good results - some of the established objectives of the study, and also helps to maintain the existing motivation, or even have other types of motives, so as to achieve a virtuous circle.

31 integrated motivation (integrative motivation). Comprehensive motivation refers to as second language acquisition to the language of its native peoples and their cultures, and so have a keen interest in studying the language in order to achieve their contacts, and even into the social culture of the purpose. Second Language Acquisition, the degree of motivation are integrated directly affect their academic performance. Comprehensive motivation and tools motive in the formal learning environment for students in the classroom performance more proactive, learning tenacity, there are very few abandon the situation. Of course, motivation is not comprehensive study of the internal dynamics, self-confidence in foreign language also play an important role.
41 internal incentive (intrinsic motivation), also called direct meet. It refers to the Second Language Acquisition from the study itself was satisfying. For students interested in learning, training of internal incentive depends mainly on the teachers play a dynamic role in the classroom and fully mobilize the enthusiasm of the students at the same time to encourage students in the classroom more exchanges, and independently adjust their own learning. Teachers should adjust learning content, to moderate depth. Classroom activities should be colorful, provide more opportunities for group activities. In short, teachers and students to maintain a harmonious relationship is crucial to maintain the interest of students

Answer 2

3. Motive factors and the acquisition of a second language
Motive factors play an important role in the acquisition of a second language; this is the consensus of foreign language teachers and language teaching experts. Motivation refers to ideas, aspirations and ideals that need to be fulfilled, which can arouse and maintain an individual’s action which is directed towards a certain objective. In the course of acquisition of a second language, the learners may have a variety of motivations which can be categorized as follows:
11. Instrumental Motivation
Instrumental motivation refers to learners who treat the acquisition of a second language only as a means to achieve certain aims, like seeking for jobs, reading newspapers or passing examinations. The individual himself does not have the interest or the environment to use his mother tongue for the interaction with others. Instrumental motivation can be more effective under the shut away condition, because this is the only motivation to learn foreign language under such environment; without it, the effort will cease. This is the disadvantage of instrumental motivation.
21. Resultative Motivation
This refers to learners who obtain satisfaction from the sense of accomplishments in achieving good results of their language study. Motivation and good results are mutually supportive of each other. A higher level of motivation shall prompt and stimulate study desire, but the achievement of good results which helps to reach certain study objectives, can also assist in maintaining the existing motivation. It may even generate other motivations and achieve a virtuous cycle.
31. Integrative Motivation
This refers to learners who wish to acquire a second language due to their interest in the native people and culture relative to that language, and hope to achieve the purpose of interacting with the people and even merging into their social culture. The degrees of integrative motivation of the second language learners are directly relevant to their study results. Under the formal learning ambience, students with integrative and instrumental motivations show more initiative and perseverance in classes, they seldom abandon study half way. Of course, integrative motivation is not the inherent cause of learning foreign language, but self confidence also plays an important role.
41. Intrinsic Motivation
Intrinsic motivation is also called direct satisfaction; it refers to learners who get satisfaction derived from learning itself. In order to arouse the learning interest and cultivate the intrinsic motivation of the students, it mainly relies on the dynamic role of the teachers to stir up the enthusiasm of the students; at the same time encourage them to have more exchanges in classes and adjust their own studies independently. The teachers also need to adjust the teaching materials to appropriate levels. Classroom activities should be rich and colorful, and more opportunities should also be provided for group activities. In short, a harmonious relationship between teachers and students should be maintained as this is a crucial factor to sustain the interest of the students.

Answer 3

Third, the motive factor results in Mr./Mrs. with the second language custom foreign language and the language teaching expert thought that the motive factor plays the influential role in the second language custom. What the motive refers to is these can cause, maintain a person's activity, and guides this activity some goal, satisfies individual some kind of factors and so on need thought that desire, ideal. In the second foreign language custom results in the process, the learner possibly has many and varied motives. Motive separable following concrete type: 11 utilizable motive (instrumental motivation). The utilizable motive is the second language custom and does not have the interest to the foreign language itself either with has not spoken mother tongue's person to carry on the human relations the condition, the study foreign language is only the achievement serves other purposes the method or the tool, like looks for the work, to read original text publication or through test and so on, such motives are called the utilizable motive. Under the unenlightened condition, the utilizable motive will demonstrate the major function. Because, under this environment, it is the people studies the foreign language the only power. If does not have it, the people will terminate diligently to the foreign language study, this will be utilizable motive disadvantageous one side.
21 result motives (resultative motivation). Finally the motive is refers to the second language custom, because obtains the good academic record, produces satisfying which the sense of achievement obtains. The motive and the academic record are complement one another, will compare the top level the motive to promote and to stimulate the study; In turn, in the study obtains good result - - - some decide study goal realization, is also helpful in maintains the existing motive, will have other type motive, will thus achieve the positive cycle.

31 synthesis motives (integrative motivation). What the comprehensive motive refers to is because the second language custom to its studies the language and so on harbors one kind of strong interest for mother tongue's nationality and the culture, but studies its language, achieves with its contact, even melts in this social culture the goal. Second language custom synthesis motive strong and the weak immediate influence its academic record. Comprehensive motive and utilizable motive to regular learning environment in machine in the student classroom displays positively initiative, the study has the pliability, very little has the situation which gives up. Certainly the synthesis motive is not the study internal agent, the self-confidence also plays the influential role in the foreign language. 41 intrinsic drive (intrinsic motivation), also calls to satisfy directly. It is refers to the second language custom satisfying which obtains from the study itself. Must make the student to study has the interest, raises the intrinsic drive, mainly displays the activity depending on the teacher, arouses student's enthusiasm fully in the classroom; Simultaneously the encourage student in the classroom the multi-exchanges, adjusts own study independently. The teacher should also adjust the good study content, achieves the depth to be moderate. The classroom activity should be richly colorful, provides the group activity the opportunity. In brief, the teacher and the student maintain the harmonious relations are maintain the student interest the key.

Answer 4

Third, motivational factors and Second Language Acquisition
Foreign language teachers and language teaching experts agreed that motivation factor in the Second Language Acquisition play an important role. Referring to the motive of those who can lead, maintaining a person's activities, and this was a goal-oriented activities to meet the individual needs of a certain idea, aspirations, ideals, and so on. In the second language acquisition process, the learners may have a variety of motives. Motivation can be divided into the following specific types:

11 tools of motivation (instrumental motivation). Tools motive is the second language acquisition of the language itself are not interested or did not speak the mother tongue of the conditions for communication, learning English only as a means to achieve other purposes, or tools, such as looking for work, reading newspapers or through the original examination and so on, such as the motivation tool motive. Under the conditions of the occlusion, tools and dynamic opportunity to demonstrate a greater role. This is because, in this environment, it is the only people learning foreign languages momentum. Without it, people on the efforts of foreign language study will be terminated, it is a tool of motivation negative side.

21 Results motivation (resultative motivation). Results motivation is that second language acquisition, as a good achievement, a sense of accomplishment and satisfaction obtained. Motivation and achievement are mutually supportive, a higher level of dynamic opportunity to promote and stimulate learning; Conversely, the study achieved good results - some of the established objectives of the study, and also helps to maintain the existing motivation, or even have other types of motives, so as to achieve a virtuous circle.

31 integrated motivation (integrative motivation). Comprehensive motivation refers to as second language acquisition to the language of its native peoples and their cultures, and so have a keen interest in studying the language in order to achieve their contacts, and even into the social culture of the purpose. Second Language Acquisition, the degree of motivation are integrated directly affect their academic performance. Comprehensive motivation and tools motive in the formal learning environment for students in the classroom performance more proactive, learning tenacity, there are very few abandon the situation. Of course, motivation is not comprehensive study of the internal dynamics, self-confidence in foreign language also play an important role.
41 internal incentive (intrinsic motivation), also called direct meet. It refers to the Second Language Acquisition from the study itself was satisfying. For students interested in learning, training of internal incentive depends mainly on the teachers play a dynamic role in the classroom and fully mobilize the enthusiasm of the students at the same time to encourage students in the classroom more exchanges, and independently adjust their own learning. Teachers should adjust learning content, to moderate depth. Classroom activities should be colorful, provide more opportunities for group activities. In short, teachers and students to maintain a harmonious relationship is crucial to maintain the interest of students.

Answer 5

Third, motivational factors and Second Language Acquisition
Foreign language teachers and language teaching experts agreed that motivation factor in the Second Language Acquisition play an important role. Referring to the motive of those who can lead, maintaining a person's activities, and this was a goal-oriented activities to meet the individual needs of a certain idea, aspirations, ideals, and so on. In the second language acquisition process, the learners may have a variety of motives. Motivation can be divided into the following specific types: