浅析英语学习动机对中学生英语学习的影响 (2)
论学习动机对英语学习的影响
- 14 -校园英语 /论学习动机对英语学习的影响韩山师范学院潮州师范分院英语系/许楚娟1. IntroductionEnglish learning is a complex process which is relevant to many factors such as linguistics, psychology, sociology etc. There are many factors that will affect the process of Second Language Acquisition. As a teacher, I know the benefits of being able to read well, to write clearly, to solve problems properly and to communicate effectively in English. Recently, following the development of psychological linguistics, the form of English teaching has changed from “teacher-centered ” to “student-centered ”. How to facilitate the motivation of students to learn has become more and more important. There is no doubt that motivation is one of the most important factors in the field of Second Language Acquisition as well as in our lives. Generally speaking, a learner who has a proper motivation may be called a willing learner. A willing learner is self-motivated; thrive on challenge and change, and take responsibility for his learning and development. The more he wants to learn, the easier and more sustainable it learning becomes and the greater his contribution now and in the future. Motivation, as one of the important learning factors, has gained researchers ’ attention. Studies indicate that motivation has a positive effect on learning English. So, what is the definition of motivation? How many types of motivation are there? Which type of motivation plays a more important role in learning English? What are the factors that affect motivation?2. Literature Review 2.1 De finition of motivationMotivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity. All motivation theories in the past have been formed to answer these questions but, quite frankly, none of them have succeeded fully. Indeed, different scholars of psychology offer different explanations of motivation. In the first half of the twentieth century, the dominant views considered motivation as being determined by basic human instincts and drives. The middle of the twentieth century was dominated by conditioning theories related to behaviorists ’ psychology, with a great deal of research focusing on how stimuli and responses interplay in forming habits. The current spirit in motivational psychology is characterized by another theoretical orientation, the cognitive approach, which focused on how the individual ’s conscious attitudes, thoughts, beliefs and interpretation of events influence their behaviors, that is, how mental processes are transformed into action. In western countries, some linguists de fine motivation quite complete. Motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves toactivate or energize behavior and give it direction. (Keinginna and Kleinginna, 1981) Gardner (a famous social psychologist comes from Canada) defined motivation in his social-psychological model as the combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language.There are some definitions of motivation below which were gleaned from a variety of psychology textbooks.·Internal state or condition that activates behavior and gives it direction;·Desire or want that energizes and directs goal-oriented behavior;·In fluence of needs and desires on the intensity and direction of behavior;·The arousal, direction, and persistence of behavior. (Franken 1994)Joe Kelly presents a simple model that illustrates the process of motivation:Needs — drives —behavior —goals —reduction or release of tensionKelly ’s model of motivation presents a sort of chicken-egg dilemma. Which comes first, the goal or the need? When we talk about behavior being goal-oriented, we mean that individuals feel a need, want, desire or drive to do something that leads to the achievement of a goal. Some experts de fine a goal as that outcome which someone strives to attain in order to satisfy certain needs. The goal is the end result, the need the driving force that spurs us towards that result. A student might have a goal to get 100 in a course, but this goal may reflect a number of different needs. He or she may feel a need to confirm his or her competence; his/her friends may all be getting 100 or him/her want to keep a scholarship. As Abraham Maslow says, “If we are interested in what actually motivates us and not what has or will, or might motivate us, then a satisfied need is not a motivator.” The word unsatisfied is most important. Just like the student who wants to get 100. Because he/she is not satisfied his/her present score, he/she wants to get a higher score. That is his/her motivation.Every individual has a number of needs which vie for satisfaction. How do we choose between these competing forces? Do we try to satisfy them all/ much like a small child in a candy store, faced with the dilemma of which to eat, we are forced to decide what we want the most; that is; we satisfy the strongest need first. Although there is general agreement among psychologist that man experiences a variety of needs, there is considerable disagreement that which is more important. There have been a number of attempts to present models of motivationCopyright©博看网 . All Rights Reserved.校园英语 /which list a specific number of motivating needs, with the implication that these lists are all inclusive and represent the total picture of needs. Unfortunately, each of these models has weaknesses and gaps.As Robert J.Mckain says, “There is no achievement without goals.” We may say “There is no achievement without motivation.” Motivation is quite important. Most motivation theorists assume that motivation is involved in the performance of all learned responses; that is, a learned behavior will not occur unless it is energized. The major question among psychologist, in general, is whether motivation is a primary or secondary influence on behavior. That still need psychologist to make a further research.2.2 Types of motivationIn general, motivation can be considered as either intrinsic (behavioral, needs) or extrinsic (cognitive and humanistic, reinforcement). Intrinsic motivation is the most fundamental motivation. Intrinsic motivation is generally possessed by people having personal interest(s) in doing something and helping to set their goals. People are intrinsically motivated not because accomplishing the activity they do brings a reward, but because doing the activity itself is a reward. Mark Lepper notes that a student with intrinsic motivation participates in his/her learning for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes. Extrinsic motivation, on the other hand, derives from an anticipation of rewards such as praise, awards, prizes, and evaluation, and fear for punishment. An extrinsically motivated student do the activity in order to obtain some reward or avoid some punishment external to the activity itself, and this kind of motivation refers to learning situations where the reason for doing a task is something other than an interest in the task itself. Comparing these two types of motivation in a classroom, it becomes clear that intrinsic motivation produces more potential benefits than does the extrinsic. Intrinsically motivated students tend to try harder and think more deeply. It is also found by researchers that they tend to prefer more difficult tasks when others tend to choose easier tasks.On the other hand, motivation also can be considered as either integrative motivation or instrumental motivation. Integrative motivation is basically a motivation to be a member of a target society in a foreign country but it also includes a motivation coming from just an interest or a favorable feeling to a target culture or people. McDonough noted that there are two types of integrative motivation; assimilative motivation, strong motivation to belong to the target group, and affiliate motivation, weak motivation and a desire for wider social contact with target language speakers. Learners who are integrative motivated seems to have a strong intrinsic motivation to learn a language. Famous research carried out in the second half of the twentieth century by Gardner and Lambert who described instrumental motivation as a motivation to acquire some advantages by learning a second language suggested that who felt most warmly about a language and who wanted to integrate into the culture of its speakers were more highly motivated and learnt more successfully than those who were only learning language as a means to get a better job. In other words, integrative motivation was more powerful than instrumental motivation. A learner with instrumental motivation regards language as an instrument to get a reward. But whatever kind of motivation students have, it is clear that highly motivated students do better than ones without motivation at all.2.3 The relationship between motivation and learning EnglishSomeone says, motivation is the concept that a student is able to keep interested in, and continue to learn more about, a learn object of goal. Saying in other way, motivation is a tool to achieve a goal. Motivation to learn English is influenced by group related and context related attitudes. If someone want to learn English well, he has to change his life a little, such as: do crazy things like talking to yourself in English or spending your evening reading a dictionary. In order to do these things regularly, he has to enjoy doing them. If he is like most learners and doesn’t feel like doing these things, he will have to work on his motivation, and improve his motivation for learning English. Students are most concerned with motivation for learning. In one of the earliest studies of why well motivated students want to learn English, most said they do so to acquire the necessary knowledge and skill for communicating with target group. While today, another common reason may be to get a high payment job in a foreign company. Wanting to succeed in career motivates them to learn. No matter the motivator, if students can learn more of what they want and less of what they don’t, learning English becomes more appealing. So, students, if you want to learn English well, a clear motivation is quite necessary. However, teachers are not ultimately responsible for their students’ motivation. They can only encourage by word and deed. Real motivation comes from each individual.3. Discussion3.1 Social contextsAs we all know that teenagers are easily affected by others. For example, if the peers of a student have a negative attitude towards learning, a student may not be highly motivated. But if the student is in a school situation where his/her peers having a positive attitude to learning activities, the student will be more highly motivated. If the student is in a household where family members have a positive attitude to school learning activities, such as homework, the student will be motivated to do their homework. If a student is in a family situation in which good grades are not praised and rewarded, a student will probably be less motivated than a student in a family where good grades are praised and rewarded. From the example, we can see that motivation is easily affected by social context. So, it’s important to cultivate an encouraging condition for students to learn English.Copyright©博看网 . All Rights Reserved.- 15 -校园英语 /3.2 Relationships between the teacher and the studentsBesides social context, there is still some factors affected students’ learning motivation. I still remember when I was a junior student, my learning motivation usually influenced by the relationship of the teachers. I liked the subject because I liked the teacher. Now, I wonder, at present, do the students still have such trend? A good relationship may help students to accept the teacher. But in reality, some students’ relationship of teachers is not so good. Some researches indicated: some students do not trust their teacher. “Building trust in a classroom is a slow process and results from many small incidents in which the teacher has responded honestly and dependably.” (James Raffini.1993). Developing a personal relationship with the students and achieving their respect is easier said than done. It is a gradual process built on a foundation whose components include the teacher’s acceptance of the students and ability to listen and pay attention to them. Broadly speaking, if you show commitment towards the students learning progress, there is a very good chance that they will do the same thing. It is important that everybody in the classroom should be aware that you care; that you are not there just for the salary; that it is important for you that your students succeed; that you are ready to work just as hard as the students towards this success. A good relationship between teacher and students needs efforts from both parts. I believe a good relationship would benefit teachers and students.3.3 Some advice of stimulating and maintain students’learning motivationMotivation is rather important for learning English. Some researchers have found that students learn best when motivated. Well motivated students approach learning tasks with confidence, knowing that they have the necessary knowledge and skill to complete them or can adopt a positive approach to ask for help or guidance. Often students are motivated for a variety of reasons, but in every case the motivation leads to learning. Then how to stimulate, arouse and maintain students’ motivation?1) There are some advices below for the teachers.a) Suggest students to set class goals which accepted by the whole class.The teacher may advise the students to negotiate their individual goals and outline a common purpose, and display the final outcome in public, and then help students to make particular activities to attain them.b) Make the teaching materials relevant for the students.As a teacher, find out what your students’ goal are and what topics they want to learn about, and then build these into your curriculum as much as possible. I think, your teaching would be successful. In my opinion, if the subjects are relevant to the everyday experiences and backgrounds of the students, they would more easily accept them.c) Promote cooperation among the students.Encourage cooperation between students has already been mentioned by many researchers. If students are allowed to cooperate with each other towards a certain goal, their expectancy of success is likely to be higher than if they are to work individually. Because they know that they can also count on their peers. They can help each other to succeed.2) Besides some advice for teacher, there is also some advice for the students.a) Imaging your can talk to native speakers just like you talk in your first language.Imagining the possibility of writing e-mail to people from all over the world, I think, you may want to learn English well. If your English is good enough, you can understand English-language TV, talk to native speakers easily, read books in English, write English letters without mistake, etc.b) Try to use English whenever you can.This is very important. Because English is so popular, you can use it everywhere. You can use Goggle to find English-language websites with interesting information, you can watch American cartons, you can play adventure games on your computer, etc. The more you use English, the more you will want to learn it.c) Remember that learning English requires Practice.One small action is more powerful than reading hundreds of articles. It’s very hard to do things, even if they are good for us. That is why not many people speak English well. But if you want to succeed, you have to change something about your life. That means if you want to learn English well, don’t put it off. Begin now.4.ConclusionMotivation is, without question, the most complex and challenging issue facing teachers today. Motivation for learning English has become one of the most important non-intelligence factors affecting the achievement of English learning. Motivation, which we consider it very important, but partly of them doubted. They learn knowledge very quickly while at the same time, they are easily affected by others. So our English teaching have to meet the need of students, cultivate active learning attitude of students, unceasingly improve the teaching method in order to arouse, maintain and protect the students’ learning motivation. References：[1]Herbert,L.P.Motivation:Theory,Research,and Applications[M]. California:Wadsworth Publishing Company,1991.[2]Jeremy,H.How to Teach English[M].Beijing:Foreign Language Teaching and Research Press,2003.[3]P a u l,R.P.a n d D a l e,H.S.M o t i v a t i o n i n E d u c a t i o n: Theory,Research,and Applications[M].New Jersey:Pearson Education,Inc,1991.[4]Zoltan,D.Motivation Strategies in the Language Classroom[M]. Cambridge:Cambridge University Press,2001.Copyright©博看网 . All Rights Reserved.- 16 -。
英语学习动机对学习效果的影响
《关于英语学习动机对学习效果影响的研究》1． 研究对象：英语学习动机与学习效果。
2． 研究内容: 具体研究英语学习动机的定义、分类、发展，以及英语学习动机对学习效果的影响。
3． 研究目的：通过研究英语学习动机对英语学习的影响，指导我们树立正确的学习动机，从而更好的为英语学习服务。
主要内容：（一）学习动机的定义学习动机是激发个体进行学习活动、维持已引起的学习活动，并使个体的学习活动朝向一定的学习目标的一种内部启动机制。
它与学习活动可以相互激发、相互加强。
学习动机一旦形成，就会自始至终贯穿于某一学习活动的全过程。
因此，学习动机可以加强并促进学习活动，学习活动又可激发、增强甚至巩固学习动机。
推动人们进行某种活动的动力,心理学上称之为动机,学习动机则是激发维持个体学习活动朝向一定目标的内在心理过程或内部唤醒状态。
Jakobovits经调查研究发现,在影响英语学习的因素中,动机占33%,学能占33%,智力占20%,14.5%,可见,动机是语言学习之诸多因素中具能动的因素之一。
因此,在学习过程中,有效的培养和激发学生动机是促进学生心理发展和提高教学效果的需要,是发展学生主体性的需要,是素质教育实践的需要。
学习动机经常可通过外在的学习行为反映出来。
当然，同一种动机可能会产生不同的行为与结果，而相同的行为与结果也可能源于不同的动机。
学习动机对学习结果的影响是通过制约学习积极性实现的。
学习积极性是学习动机的一种直接的外在表现，是在学习活动中表现出来的认真、主动、顽强和投入的状态。
有无动机及动机强弱都可以通过学习的积极性水平反映出来，而不同水平的学习积极性又直接影响学习效果。
由于学习动机这种内部动力机制可以通过外显的学习积极性表现出来，所以可根据学习积极性水平的高低来推测其学习动机。
学习积极性可以从注意状态、情绪状态和意志状态这三方面体现出来(二）学习动机的分类学习动机的分类有多种,但在外语界,G ardner和Lambert是最有影响的动机研究专家,他们把动机分为:综合型动机(integrative motivation)和工具型动机(instrumentalmotiva tion)。
浅议学生英语学习动机对学生的影响
浅议学生英语学习动机对学生的影响众所周知，在学生学习一门外语的过程中，动机是学生一切学习的原动力，处于学生学习的核心地位，影响着学生所有的一切学习活动和学习策略。
在推动学生有效学习和继续学习的过程中，学习动机在其中处于举足轻重的地位。
本文从学习动机的定义及其对学习的影响方面出发，探讨如何对学生英语学习动机进行合理引导、塑造和强化。
标签：学习动机；英语学习；大学生1.学习动机的定义以及对学生英语学习的影响学习动机对提高外语学习者的外语水平的重要性在近几十年来一直广泛受到语言习得研究者和外语教师的关注和重视，并已为国内外许多实证性的研究所证实（Gardner，1985；吴一安、刘润清，1993）。
人本主义教学观理论的代表人物马斯洛和罗杰斯认为，人生来就有成长和自我实现的倾向，所以学习应强调动机的内部和内在因素，如自主的需要、发展能力、实现潜能等。
这种观点在马斯洛的需要层次理论，特别是在他的自我实现观念中十分突出。
简言之，在人本主义看来，动机就是受环境支持或阻碍的某种特定的基本需要或倾向的展现，学习等外部事件则会加速该一过程（Rogers 1983）。
所以，动机也被定义为一种心理上的特点，并将会引导人们在学习过程中努力去实现自身的某种目标。
在语言学习上，动机就是掌握某种语言或是达到某种与之相比较次要的目标，在某种程度上，它往往是和目标相连的，是以目标为导向的。
2.当代大学生英语学习动机情况分析由于学生的学习动机是在社会生活条件和教育的影响下逐渐形成的，所以不同的社会和教育对学生的学习也有着不同的诉求，反映在学生头脑中的学习动机也是多样的。
关于现在的高校外语的学习动机，笔者做了一个调查问卷，得到的结果十分令人担忧。
根据笔者的调查和统计，现在高校外语学生的英语学习动机，很大一部分学生都停留在“过四六级，拿证书，找个好工作”上，极少一部分人会说“学习外语的动机是为了能与外国人很好地交流，从而了解外国文化” 。
论学习动机与高中英语学习
论学习动机与高中英语学习学习动机对于学生的英语学习有着直接的影响。
学生的学习动机高低直接决定了他们对于英语学习的投入程度和学习态度。
一个有着高度学习动机的学生通常会更加积极主动地参与课堂活动，认真完成作业并且主动地进行学习，他们会对自己的英语学习有着强烈的自觉性和责任感，从而促进英语学习的进步。
相反，一个缺乏学习动机的学生则会显得懒散，对英语学习缺乏兴趣，不愿意投入精力去学习，甚至对学习抱有消极的态度，这就会直接影响到他们的英语学习效果。
学习动机对于学生的英语学习是至关重要的。
学习动机还与学习环境和外部激励因素密切相关。
学生的学习动机会受到他们所处的学习环境的影响。
良好的学习环境和良好的学习氛围会激发学生的学习动机，促使他们更加积极主动地投入到英语学习当中。
而学习环境的差异和学习条件的不利因素会对学生的学习动机产生负面的影响，导致学生的学习动机下降。
外部激励因素也会对学生的学习动机产生影响。
老师的激励和鼓励、家长的支持和关注等都会对学生的学习动机产生正面的激励作用。
相反，严厉的批评和否定、学业压力等外部因素会对学生的学习动机产生消极的影响。
学习动机与学习环境和外部激励因素密切相关。
针对学生的学习动机问题，学校和家庭应该共同努力，从多个方面来提高学生的学习动机，促进他们对于英语学习的积极投入。
学校应该营造良好的学习环境和学习氛围，激发学生学习英语的热情。
学校应该提供丰富多彩的教学活动和学习资源，开展形式多样的英语课堂教学，让学生在轻松愉快的氛围中学习英语。
老师应该采用多种教学方法，激发学生的学习兴趣，提高他们的学习动机。
老师可以根据学生的个性特点和学习需求，设计有针对性的教学活动和任务，激发学生的学习兴趣。
老师也应该给予学生及时的激励和支持，鼓励他们在英语学习中取得进步。
家长也应该重视对学生学习动机的培养，鼓励学生树立正确的学习目标和学习态度，支持学生的英语学习，为他们提供必要的学习资源和帮助。
学习动机对于高中生的英语学习有着至关重要的影响。
浅析英语学习动机
浅析中学英语学习动机单位：商丘市城乡一体化示范区第一初级姓名:张晓敏联系电话：158********浅析中学英语学习动机单位：示范区一中姓名：张晓敏联系电话：158********摘要：学习动机是影响学习者学习英语的关键因素之一,本文通过分析动机的分类、影响因素以及如何激发学习者的学习动机来探讨中学英语学习动机。
关键字：中学英语；动机；影响因素正文：培养激发学习动机被认为是影响英语学习最关键的因素之一。
所谓“动机”是激励学习者指向某一行动并坚持下去的内部力量和因素。
它包括个人的意图、愿望、心理冲动或试图达到的目的等。
目前我国英语教学中普遍存在学习动机较弱的现象，笔者认为动机的研究无疑对我国英语教学有着深刻的现实意义和指导作用 .一、对英语学习动机的研究分类自20世纪40年代以来 , 英语学习动机一直是英语学界讨论的热点问题，国内外学者从不同角度对动机展开了广泛的研究，经典的当属于Garner＆ Lambert（1972)的融入性动机（integrative motivation）和工具性动instrumental motivation) , 这是从社会心理学的角度对动机进行的分类。
所谓融入性动机指学习者喜欢并欣赏所学的语言以及与所学语言相联系的文化，希望自己更象目标语社会中的一个成员，并能为目标语社会所接受；工具性动机则指学习者将目标语看作是一种工具 , 希望掌握目标语后能给自已带来实惠 , 如提高自己的社会地位、通过考试、获取证书等。
其次是Arnold & Brow n（ 199 9 ) 的内在动机（ intrinsic motivation ）和外在动机（ extrinsic motivation) ，这是从认知心理学角度对动机进行的分类。
所谓内在动机，是指英语学习本身能激发兴趣和愉悦。
如日常碰到的人、物、事,总情不自禁地用英语说出来。
所谓外在动机指学习英语的动因存在于学习活动本身之外，是为了获得奖励、赞赏，或者为了避免呵斥、惩罚，才学习英语的。
学习动机在英语课堂的作用
学习动机在英语课堂的作用学习动机在英语课堂中起着至关重要的作用。
学习动机是指个体参与学习活动的内在动力，它是影响学习过程的关键因素之一。
在英语课堂中，学习动机直接关系着学生对于学习英语的积极性、主动性以及绩效表现。
下面将从学习动机对于英语课堂环境的影响、学习动机对于学习英语的影响和提高学习动机的方法三个方面展开阐述。
学习动机对于英语课堂环境有着显著的影响。
学习动机的高低直接影响着学生对于英语学习的态度和情绪，进而影响着整个课堂的氛围。
当学生具有高度的学习动机时，他们会表现出更加积极主动的态度，主动参与课堂活动。
他们会认真听讲、积极思考、勇于发言，并在习题讲解和练习环节中主动与教师互动。
这种积极的学习动机使得课堂变得生动活泼，教学互动变得丰富多样，提高了教学效果。
相反，如果学生的学习动机较低，他们可能会缺乏学习动力，表现出对学习的消极态度，课堂氛围会变得冷清，缺乏互动。
教师需要根据学生的学习动机水平，调整教学策略，激发学生的兴趣和学习动机。
学习动机对于学习英语的影响是深远的。
学习动机与学习的目标密切相关，学生的学习动机会影响他们对于学习英语的投入程度、学习策略的选择以及学习效果的达成。
当学生具有高度的学习动机时，他们会克服一切困难来实现学习目标。
他们会主动寻求学习资源，不断探索学习方法，主动参与学习小组或讨论会，以提高自己的学习效果。
他们还会利用特定时间专注于学习，做到学以致用。
相反，如果学生的学习动机较低，他们可能会缺乏主动性，只是完成教师布置的任务，没有主动追求更高的学习目标。
教师在培养学生学习动机时，应该引导学生树立明确的学习目标，并提供支持和指导，激发他们主动学习的动力。
提高学习动机的方法可以从多个角度入手。
教师可以创造积极的学习氛围。
教师应该关注学生的情感需求，尊重他们的个性，鼓励他们敢于表达自己的观点和想法。
教师可以采用多种教学策略，激发学生的兴趣和学习动机。
组织角色扮演活动、游戏和竞赛，将学习内容与实际生活相结合，增加学习的趣味性和实用性。
论学习动机与高中英语学习
论学习动机与高中英语学习1. 引言1.1 研究背景学习动机与高中英语学习之间的关系一直备受关注。
高中生在学习英语过程中，学习动机是一个至关重要的因素，它直接影响着学生的学习效果和学习态度。
深入研究学习动机在高中英语学习中的作用，对于促进学生的学习兴趣和提高学习效果具有重要的意义。
随着国家对英语教育的不断改革和高中英语教学的不断提升，高中生面临着更大的学习压力和挑战。
在这样的背景下，了解学生的学习动机情况，探究学生的学习动机是如何影响他们的英语学习的，可以帮助教师更好地针对学生的需求进行教学设计，有效地激发学生学习的积极性。
1.2 研究目的研究目的是探讨学习动机对高中英语学习的影响及其重要性，进一步分析影响学习动机的因素，提出提高学习动机的措施，从案例分析中总结实际操作经验。
通过研究，旨在帮助学生认识到学习动机对学习成就的重要性，激发学生对英语学习的热情，提高学习效果，引导学生形成积极的学习态度和方法，促进高中英语教育教学的改进和发展。
为教师提供有效的教学指导，帮助他们更好地了解学生的学习动机，从而更好地激发学生学习的兴趣和动力。
通过研究，还可以为今后的相关研究提供参考，促进学习动机研究领域的进一步发展。
1.3 研究意义学习动机在高中英语学习中的研究意义：学习动机是指个体为了完成某项学习任务而产生的内在驱动力或动机。
在高中英语学习中，学习动机起着至关重要的作用。
研究学习动机有助于我们更好地了解学习者在学习过程中的表现和行为。
通过研究学习动机，我们可以更好地帮助学生解决学习中的困难，提高他们的学习效果。
研究学习动机可以为教学实践提供有益的参考。
了解学生的学习动机有助于老师更好地制定教学计划，调整教学策略，激发学生学习的兴趣和热情。
而且，通过研究学习动机，可以帮助学校和教育机构更好地了解学生的需求，加强学生的学习动力，提高学习成绩，提升学校的教学质量。
研究学习动机在高中英语学习中具有重要的意义，有助于促进学生的学习动力，提高学生的学习效果，加强学校的教育教学质量。
浅析学习动机在初中生英语教学中的有效应用
教育论坛Education BBS■ 史冰慧浅析学习动机在初中生英语教学中的有效应用摘要：学习动机对英语学习的成效起着关键性作用，拥有强烈的学习动机，可以提高英语学习者学习的效率。
本文结合初中生的心理特征与英语学科的特点，从主客观方面分析影响学生学习动机的因素，并从教师层面对激发与维持初中生英语学习动机提出可行性建议。
关键词：初中；英语；学习动机；激发与维持初中阶段是英语学习的关键阶段，此阶段正处于对小学英语学习的衔接和为高中英语学习打基础的特殊阶段。
Jakobovits在他的调查中发现，影响外语学习的几个重要因素中，动机和才能各占33%，智力占20%，其他占14%，可见动机因素在英语学习中有起着举足轻重的作用[1]。
1外语学习动机的内涵与分类Gardner把外语学习动机看成是在外语学习活动中外语学习者的一种自觉能动性和积极性的心理状态［2］。
国内外语言学家依据不同的标准，将学习动机划分为不同的类型：Gardner＆Lambert从社会语言学的角度提出融入型动机和工具型动机；文秋芳从教育心理学角度出发，把动机划分为深层动机和表层动机；Deci＆Ryan从认知心理学角度又提出内在动机和外在动机。
本文主要从内外部动机来探讨学习动机的激发与维持，内在动机源于学习者对任务本身产生的兴趣，是学习者在完成任务的过程中产生积极的情感体验，它是维持动机的强大因素；外在动机是因学习活动的外部后果而引起的动机。
2初中生外语学习动机的影响因素分析事物的发展是内外因共同作用的结果。
影响学生学习动机的因素既包括学习者个体的主观因素也包括环境等客观因素。
陈琦、刘儒德认为影响学习者学习动机的主观个体因素主要包括需要、情绪状态、信念及目标定向等[3]。
需要是学习者学习积极性的重要来源。
我们每个人从出生就有各种不同的需要，如果英语学习可以满足学生的某一方面的需要，就会产生强烈的学习动机。
情绪状态是与动机有紧密关系的情感因素，包括焦虑、唤醒水平、兴趣、好奇心等。
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浅析英语学习动机对中学生英语学习的影
响
摘要：“motivation”被看作是学习英语最重要的因素。
在一份问卷研究数据中，揭示了如下几个方面的问题：分数高的同学（即英语基础较好的同学）比分数低（基础不好的同学）的英语学习动机要高；女生要比男生对英语的学习更易产生兴趣，更易培养学习动机；对英语和语言文化有浓厚兴趣的人学习动机高。
因此，如何激发和维持其英语学习动机，保持英语学习兴趣，就显得十分重要。
关键词：学习动机；积极性；多元化；持久性
在影响英语学习的众多因素当中，诸如学习态度，学习动机，个性，学习策略，学习环境等，学习动机被认为是最重要的因素。
“Given motivation，anyone can learn a language.”这就意味着学习动机是学习外语的一个关键因素。
虽然，英语学习动机已经被许多人在较大的范围内研究过，然而直到现在也没有一个绝对的被人们接受的一个统一认识。
在中学范围内英语学习者当中，大致可分为如下几类人，一种为纯属短期目标的功能性学习，即为拿到一个好分数，在将来的升学中起至关重要的作用：另一种为兴趣使
然，对英语本身甚至对英语文化都有浓厚的兴趣；第三种，学英语的劲头很大程度上取决于是否喜欢自己的英语老师。
这话看似幼稚，但在中学生中间，确实影响着一批人。
基于上述动因，以及为了使英语学习动机在英语学习中能充分发挥它应有的作用，应在尝试激发学生的学习动机方面作如下的努力。
一、重塑学生的英语学习动机，提高学生学习的积极性
在重塑学生学习动机方面，外因起着非常关键的作用，其中的外因中，教师扮演着非常重要的角色。
首先，从专业角度考虑，教师根据中国学生学习、生活的语境，自己的母语不是英语以及教学环境的差异，应当增加课堂教学的变量，既注意语言规则又注意语言的运用，创造性地运用不同的教学方法组织好每一节课，从而增加课堂的趣味性，调动学生的积极性。
在课堂上运用多媒体手段，看原创电影，给学生讲解电影里的特殊句子，文化背景，俚语等。
再如可以利用现在的手机微信―订阅公众为型号―英语课堂，经常会分享一些实用口语，双语美文等很实用的英语信息。
教师可以组织学生适时关注一下，感受地道的英语文化。
在奖惩方面，老师要做到公平公正，一视同仁。
对成绩好的学生，不能显示出不同于对其他学生那种特有的热情，对成绩不好的学生也不能表现出过分的冷淡与漠然，否则，容易造成学
生消极被动的情绪。
古希腊有这样一个神话，一个正义女神手持天平，蒙住双眼。
她手中的天平不倾斜，意味着正义与公平。
她蒙住双眼，意味着不带任何意见，这个神话表达了自由以来人类社会对公平与公正的渴求。
在敏感的学生当中，人格上的公平待遇显得特别重要，尤其是成绩不好的学生，更敏感、更脆弱、更易受到伤害。
所以作为教师应该本着教育人的态度，对学生一视同仁，不论所教学生的性别、相貌、能力、天赋、经济条件和家庭背景等差别，都要毫不例外地让所有学生享受平等教育的权利。
二、让学生明白学习动机并不是唯一的，学习的动机可以是多元化的
在具体的学习实践中，正如前面所提到过的，多数人以功利学习为动机，即拿到高分，为升学增光添彩，以此作为好好学英语的唯一目标。
也有许多学生，纵然其他科目成绩非常差，升学无望，但对于英语却由衷的热爱。
主要实现为，在课堂上喜欢被老师提问，喜欢听英语歌曲，喜欢在上课时念课文且发音标准。
以交流为目的，甚至也有外国人做网友，时不时地用英语在网上交流，这类学生虽然少，但应该给予鼓励及认可。
作为教师不能把升学作为唯一宗旨，应该为这类学生提供更多的平台和变现机会。
在课堂上，鼓励其用英语回答问题，展示一下英语的朗诵才能，唱英文歌曲，这样，她/他在学英语的道路上越来越自信，走得更远，让
英语真正地作为一种为人所用的工具，并且有朝一日让这种工具来体现自己的价值。
同样会为其他认为自己因其他学科成绩不好，进而放弃英语的同学树立榜样。
三、保持英语学习动机的持久性
有些同学有学习动机，但由于在短期内见不到学习成果，造成这种动机的中断，其中一个重要的方法就是利用学习成果的反馈作用，使这种动机得以稳定、持久。
学生及时了解学习的结果，包括学习成绩的好坏，解题的正确与错误，英语在实际应用中的问题与效果，都会激发学生进一步的学习动机。
正如每次的作文批改，老师要把正确的评价，及时地反馈给学生，让他/她不断地认识自己存在的问题，从而有改进的动力与欲望。
激起上进心，树立克服缺点的决心，继续前进。
然而学生在一学期末并不一定能及时知道自己的成绩，这一方面是学生不关心自己的成绩；另一方面是老师没有及时告知他们学习情况，所以在一定程度上阻碍了学生学习的积极性，也可能造成学习动机的中断。
总之，英语学习动机的激发与保持，不是单纯的个人所为，也不是一朝一夕的事，是由师生共同努力，乃至整个学习环境所决定的。
有良好的英语学习动机，不但有助于个人的提高，也有助于整个社会对英语关注，让英语不再与“难”画等号。
参考文献：
[1]唐玮.学习动机对高中生英语学习的影响[D].广西师范大学，2004.
[2]汪晓琴.浅谈培养中学生良好的英语学习动机[J].科学咨询：教育科研，2007（14）.
[3]陈丽如.中学生英语学习动机调查及激发策略研究[J].华中师范大学，2008.
编辑杨兆东。