如何激发英语学习中的差生.docx
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如何激发英语学习中的差生.docx
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如何激发英语学习中的差生
如何激发英语学习中的差生
HowtoMotivatePoorStudentsinEnglishLearning
[Abstract]Theproblemofpoorlearnersisabigprobleminthefieldofeducation,soitisthefocusthatalotofresearchershavebeendiscussingforyears. ThisarticlediscussestheimportanceoflearningEnglishandtheembodimentofthe“poorstudents”inEnglishlearning.ThenthearticlefocusesonthemaincauseofpoorEnglishlearnersintherespectofmotivation,andintroducesEnglishlearningmotivation,oneofthecrucialfactorsinfluencingpoorstudents.Lastly,theauthorsuggestssomewaysofimprovingpoorEnglishlearners’motivationintheteachingprocessandtheimportanceofparentsandschool’sroleinmotivatingthemaswell.Attheendofthearticle,theauthoralsopresentsanexampleofimprovingpoorstudents’Englishlearningtoemphasistheroleoflearningmotivation.
[KeyWords]motivation; poorstudents; Englishlearning
如何激发英语学习中的差生
【摘要】差生问题是教育领域中最难啃的一块骨头,也是多年来教育家们不断地探讨
的焦点之一。
本文从英语学习的重要性及英语教育中差生的现象展开,紧接着从英语学习动机这一影响差生的重要因素的角度入手,分析造成差生的主要原因,提出了老师、家长、学校激发差生英语学习动机的几点想法,最后结合实际中激发差生英语学习的例子强调了英语学习动机的作用。
【关键词】动机;差生;英语学习
1.Introduction
Thehumanraceisnowenteringabrandnewera.The21stcenturyisatimeofadvancedscientificandtechnologicalknowledge,anditistruethatEnglishplaysanimportantroleinthemodernizationofacountry,providingakeytohumaneducationanddevelopment.Accordingtothestatisticsin1986,thepeopleintheworldtakeEnglishasthemothertongueareover400million,almosttenpercentpeoplespeakEnglish.Approximatelythereare20countriestakingEnglishastheofficiallanguageorthesecondlanguageintheworld,thepopulationtotallyapproaches800million.AccordingtoEnglishculturecommittee'sreport,thepopulationofstudyingEnglishintheworldprobablyapproaches1billion,and1.5to2billionpeopleuseEnglishtocontacteveryday.Thereportalsoestimatesthat,to2050,mostofpeopleintheworldcanuseEnglish.Furthermore,Englishenjoysawiderapplication.Accordingtothestatistics,above75%mailsarewritteninEnglish;60%ofradioprogramsarebroadcastinEnglish;80%ofmajorinternationalprintsarepublishedinEnglish;what'smore,Englishisregardedasthefirstgeneralusedlanguageintheimportantinternationalconferences.It'sobviousthatithasextendeditsantennaeintoeverycorneroftheglobe.Inbrief,Englishissoimportantthatitexertsafar–reachinginfluenceinthedomainofpolitics,military,economy,science,technology,culture,trade,transportation,etc.China,aswell,hasenteredacompletelynewstageinitshistory.WiththedevelopmentofthesocialistmarketeconomyofChina,theimprovementoftechnology,theraisingofinternationalstatus,especiallyalongwiththeentryofWTO,ChinaisinanurgentneedoflargequantitiesofspecialtalentswhoareskilledinEnglish,soastoenableourcountrytoplayagreaterroleintheinternationalaffairs.Therefore,learningEnglishhasbecomeessentialforthesocialandeconomicdevelopmentinChina.
However,Englishlearningisacomplexprocess.Inotherwords,Englishlearnersneedtolearnnotonlyitspronunciation,vocabularyandgrammar,butalsoitsabundantculture.SomelearnerscanlearnEnglishquicklyandeasily,whileothersfinditdifficulttolearn,thenthesepersonsarethe“poorlearners”weoftencalled.
2.Learningmotivation—themaincauseofpoorlearners
Itiswellknownthat,Englishlearningisquiteacomplexprocess.“TherearemanyfactorsinfluencingEnglishlearners'successorfailureinEnglishlearning,suchaslearners'motivation,aptitude,character,intelligence,andothercomponents.”[1]“AccordingtoJakobvits'research,heclaimsthatthemainfactorsinfluencingEnglishlearning,motivationtakesup33%,talent33%,intelligence20%,others14%.”[2]Fromwhathadbeenlistedabove,wecandrawtheconclusionthatlearners'motivationplaysacrucialpartinlearningEnglish.“Indeed,theroleoflearners'motivationinlearninghasbeenexaminedbymanyresearcherswhoareinterestedinthissubjectarea.Gardner(1985)seemstosupportthisideaandpointsoutthatmotivationinlanguagelearningisofparticularimportance.Similarly,Noelsetalalsobelievesthatunderstandingmoreaboutmotivationcouldimprovelearners'competenceinlearningEnglish.”[3]
2.1Somedefinitionsrelatingtomotivation
“Motivation”,asJerernyHarmersays,“issomekindofinternaldrivethatencouragessomebodytopersevereinacourseofsections”.“TheoriginofthewordmotivationisLatinfor“amovingcause”(motivus).”[4]
“Psychologistsdefinemotivationasaninternalprocessthatactivates,guides,andmaintainsbehaviorovertime.Itisoneofthemostimportantcomponentsoflearningandoneofthemostdifficulttomeasure.Inplainlanguage,motivationiswhatgetsyougoing,keepsyougoing,anddetermineswhereyou'retryingtodo.”[5] Itcanbesubdividedintoextrinsicandintrinsicmotivation.
2.2Concretecontentsofmotivation
“ExtrinsicMotivation:
Arewardthatisexternaltotheactivity,suchas
recognitionoragoodgrade.”[6] Itcomesfromoutside.Itiscloselyrelatedtoparents,especiallytoteachersandstudentsbecauseschoolsareessentiallyartificialenvironmentsdesignedtomotivatepeopletolearn.Hence,teachersshouldhaveagoodunderstandingofwhatinitiativemotivationandhowmotivationworks.
Therearefourkindsofextrinsicmotivation:
reward,punishment,cooperationandcompetition.“Rewardandpunishmenthashighmotivationalvalue.Praiseshouldbegiventothosewhohavedonewellontheirperformance.Meanwhile,appropriatepunishmentshouldbegiventothosewhohavedonepoorwork,madecarelessmistakesorhavebeenlackofimprovement.Teacher,however,canneitherpraisenorpunishstudentsabsolutely.Teachershouldbemorecriticaltothetopstudents,andnevergiveapunishmentwithoutshowingthestudentshowtodoitbetter.Cooperationandcompetitioncanaffectmotivationaswell.Forexample,iftwotopstudentsshareadesk,theymayhelpeachother;andsimultaneouslytheycompetewitheachother.Doingpairworkandgroupworkisagoodapproachforstudentstoco-operateandcompete.Forinstance,ifteacherasksstudentstodogroupworktolisttenthingswhichpeopleneedduringatrip,studentsmaydiscussheatedlyamongthembeforetheyhavetheresult.Indeed,variousactivitiesarehelpfulinencouragingstudentstolearn.”[7]
“IntrinsicMotivation:
Anaspectofanactivitythatpeopleenjoyandthereforefindmotivating.”[8] Itislargelyconnectedwithallthefactorsintheclassroom,suchas:
physicalconditions,teachingmethod,andteacher.“Physicalconditions:
suchasthebadlight,dullsettingandovercrowdedclassroomde-motivatethestudents.Teachingmethod:
themethodbywhichthestudentsaretaughtmusthavesomeeffectsontheirmotivation.Iftheyfinditdeadlyboring,theycanhardlyconcentrateonclass,asaresult,theywouldn'tliketoparticipateinclassactivitiesandreceivenegativecommentfrequently.Thus,itistheteacher'smethodthataffectstheirintrinsicmotivation.”[9] Teacher:
Awell-trainedteachershouldmakehisclassesinteresting,befairtohisstudentsandbeagoodlanguageuser.Settingappropriategoalstothestudentscanalsoleadtosuccessorfailureintheclassroom.Thatistosay,atypeofmuchrelaxedatmosphereinwhichalanguageislearntcanstimulatethestudentstohaveapositiveattitudetothelanguage.Andthestudent'sconfidenceinthemethodislargelyinthehandsofthemostimportantfactorsaffectingintrinsicmotivation,theteacher.
Manyinvestigationsandresearchessuggestthattheresultoflearningdependsonthelearners'intrinsicmotivation.Oncethelearnersareinterested,theywillworkhard,actmoreactivelyandpositively.Orthefollowingphenomenawillappear:
1.LackofInterest
MoststudentsbeginlearningEnglishaseagerlearners.Theyenjoylearningaboutanimalwords,greetingphrases,andalmostanythingelse.Butbeginningataboutthesecondorthirdyear,however,learningbecomesdifficultforsomestudents.Sotheygraduallydecreasetheirinterestandevengiveuplearningit.
2.Lackofconfidence
ThestudentswhoarelackoftheconfidenceinlearningEnglishexplainfailuresbylowabilityoften,theybegintoexperiencehelplessness,whichisamotivationalstateacquiredthroughconsistentlyinternalandstableattributionsofcausesforfailure.Learnedhelplessnesscomesfromrepeatedlyblamingtheirfailureonlowability.Theyareself-abasedandthinkthattheyarenotborntolearnEnglish.Theyevendon'tliketotalkwithothersinEnglish,andraiseanyquestionsaswell.Theyareafraidofmakingmistakes.Iffailureisrepeatedlyexperienced,andifitbecomesattributedtostableinternalcauses(lowability),confidence(thebeliefinone'spowertoaffectoutcomes)diminishesandtheyfeeltheymightaswellnottry.
3.Lackofself-efficacy
“Theoutcomesofalearner'sactionshavethegreatesteffectonself-efficacy.Successgenerallyincreasesself-efficacywhereasfailuregenerallydecreasesit.”[10]Somestudents'learningfoundationispoor.Thesestudentsresponseslowlyandalwayshaven'tgotgoodresultinthetests.Therefore,theygetlittlechancetobepraisedbytheirteacher,whilemorechancetobecriticized.Thenalearner'sself-efficacyisgraduallyinfluencedanddecreased.Andthisoftenleadstostudents'anxiousandnervousmoodinlearningandalsoaffectstheirstudyrecord.
2.3Theroleofmotivation
Generallyspeaking,withoutstudymotivat
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