The Influence of Teacher’s Role towards L2 Learner’s Motivation

Based on the motivation theories pioneered by Gardner(1979,1985) and Lambert(1972),and one-year observation of the first-year,non-English-majors students,the paper analyzes the changes in characteristics of students’motivation in class at different stages of English learning-eagerness,low-motivation and self-discipline,and then discusses how the L2 teachers enhance and sustain the students’ motivations intrinsically and extrinsically.It’s hoped that the paper will help to bring about the implications for L2...     

Suggestions of keeping L2 motivation

How will we keep the motivation during the second language as long as we can,which confuses us,though what the L2 motivation is and how it is developed have been discussed by the psychologists,educators,etc.The aim of this passage is to clarify the basic content of motivation,including the definition,classification,importance,etc.how the current situation is in senior high students’English learning motivation,what should be done to keep such motivation.In the following part,it will be read that the introduction,the chapter stating the content and classification of(L2)motivation,the chapter analyzing the necessity and state of L2 motivation at senor high,the chapter offering approach to keep that motivation,and the conclusion.All of them use the comparison,explanation and cites.     

Differences between Children’s first Language Acquisition and Adults’ second Language Acquisition

Discuss the differences between children’s first language acquisition and adults’second language acquisition from four aspects:age, motivation, environment, learning process and content in order to help adults to learn L2 more efficiently by applying some of the knacks for L1 to L2.     

An Investigation of Junior Middle School Students’English Learning Motivation and Motivating Strategies

English learning motivation plays a more and more important role in junior middle school students’ study,and it is necessary for students to learn English effectively.Therefore,teachers should take responsibilities for stimulating students’ English learning motivation.This present thesis investigates 63 students who are from class 1 grade 1,class 2 grade 1 and class 3 grade 1 in NanJie country junior middle school in LinYing town LuoHe city by the way of questionnaire.And the thesis discusses the source of students’ learning motivation,for the purpose of putting forward strategies of motivating students’ English learning motivation in accordance with students’ type of motivation.     

Studies on L2 Learning Motivation of Primary and Middle School Students from the Perspective of L2 Motivational Self System

An empirical survey among 219 school students in the framework of L2 Motivational Self System found that Ideal L2 Self,Ought-to L2 Self and L2 Learning Experience in the System make different contributions to L2 motivation respectively and L2 Learning Experience is the largest contributor to L2 motivation for primary and middle school students.The pedagogical implications are also suggested.     

On the Cultivation of Motivation in SLA/L

There are a lot of factors affecting Second Language Acquisition or Learning(SLA/L). It is very important and beneficial to be clear about these factors in SLA/L.This paper only focuses on one of these important factors—Motivation. The author elaborates the importance of motivation in SIA/ L, analyzes the different types of motivation in SLA/L as well as the function of motivation, also puts forward some suggestions on how to culti-vate and stimulate learners motivation in SLA/ L.     

Motivation and Second Language Acquisition

In this paper,first the author provides a brief review of contemporary psychological views on motivation and motivation in SLL.The author then discusses Williams and Burden’ s (1997) cognitive model of motivation,which suggests that both internal and external factors are significant in motivation.And next the author selects two internal factors (attitudes to language learning in general and attitudes to target language community and culture) and two external factors (parents and teachers),discussing their relevance to motivation in language learning.After that the author refers in her answer both to the wider literature on motivation and her own experience of motivation as a language teacher and learner.The author concludes the paper by drawing some practical implications from employing this model.     

Investigating the Relationship Between Teaching Approach and Language Learning Motivation of College English Classrooms in China

The study was aimed at exploring the relationship between teaching approach and students’learning motivation.The participants were two college English teachers and their fixed group of students.The research lasted 16 weeks.The instruments used in the study were Attitude/Motivation Test Battery(AMTB) and classroom observation.Analyzing by the mean of the AM TB result,researchers got the popular tendencies of students’learning motivation level every four weeks.Comparing the change of students’learning motivation level and teacher participants’frequency of using the recommended teaching approach,this arti cle intends to achieve two purposes:1) Is students’learning motivation related to their teachers’teaching approach? 2) Among the approach recommended by literature,which works the best in the colleges in China?     

An Empirical Study on the Students’ Motivation and Attitudes Who Take Esp Optional Courses

The learners’ motivation and attitude toward English for Specific Purposes(ESP) is always an influential element for the quality of ESP course.Teachers should at first get to know the learners’ motivation and attitude toward this course so as to teach the course well.Therefore,by means of questionnaire survey on the students’ motivation and attitudes who took accounting English in M University as their elective course during the next term in 2009,and through qualitative study,such as interviews,diary and classroom observation on the accounting English choosers in the next term in 2010,some conclusions are discovered that there are about 4 factors and 3 variables among the students’ motivations,and their attitudes toward this course is positive in general.Both accounting and English are their learning targets,and oral English and translation are their favors.The combination of blackboard-writing and multimedia technology is preferred than any of the other single teaching models.But the shortage of class hours and the lack of systematic arrangement also affect the students’ motivation and their learning efficiency.     

The Enhancement Effect of Learner Autonomy on Motivation in SLL

For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners’ motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research.     

An Introduction to Interactive Teaching Mode and Its Implication in College English Writing Class

Interactive teaching mode refers to a dynamic process of teaching in which teachers and students and teaching materials will affect each other. It offers language learners a chance to communicate and exchange information frequently. Group cooperative leaning has long been considered to be one of the most important forms of the interactive teaching mode. English writing,one of the essential English language skills, is an integral part of college English teaching. The high or low level of English writing is a comprehensive reflection of various abilities. This paper aims to explore the application of the interactive teaching model in college English writing class in order to improve students’ motivation and ability of English writing, thus can provide an effective way of learning to the current college English writing class.     

The Ways to Motivate the Senior High School Students to Learn English

Abstract:Although our country has attached great importance to English education,especially to the senior high schools’English teaching and learning,there still exist a great number of senior high school students who can’t learn English well.Low learning motivation is one of the major causes.Thus,it is urgent to improve the senior high school students’English learning motivation in the present English education process.In this paper,starting with the definition of learning motivation,and based on attribution theory,need theory,the author will roughly discuss the internal factors and external factors,which lead to the senior high school students’low English learning motivation,and then analyze the possible ways to motivate the students to learn English.     

The Application of Maslow’s Hierarchy of Needs to Educational Settings

Hierarchy of Needs,one of the most influential motivation theories,was developed by Abraham Maslow in 1940-50’s USA.Hi erarchy of Needs theory has great significance in understanding human motivation,management training and personal development.The purpose of this paper is to investigate briefly the application of the theory to educational settings so as to guide a more effective education.     

A Study of Interlanguage Fossilization in College Students’ English writing

English writing is the college students’synthetical application about the knowledge of English.English writing,however,is the weak segment of the college students'English learning all the time.Based on the researches home and abroad,the paper makes an implicational study on interlanguage fossilization in English writing of Chinese college students.Though probing the causes of fossilization in English writing,the paper proposes some measures to reduce the fossilization.In the chapter one,the paper introduces simply the interlanguage fossilization.In the chapter two,the paper analyzes college students English writing and get the causal factors of fossilization:unfavorite learning motivation of students,ineffective feedback to errors,interference of the mother tongue.Then,at the last chapter,the paper put up some measures to overcome and avoid the fossilization in college students'English writing:promoting students'motivation,providing right feedback,avoiding mother tongue interference.     

Views on College Students’ English Learning Motivation

This paper aims at exploring college students’ English learning motivation to language learning, including effort, interest, and attitudes. To some extent, it is very important to perform activities in language learning classes. On the one hand, teachers should do every effort to develop students’ keen interest in English study so as to foster their intrinsic motivation. On the other hand, they should set up new goals for students and feedback properly in order to build confidence in English learning. In a word, it is essential for English teachers to understand students’ motivation of English learning so as to save time and teach more efficiently.     

Survey on adult student opinions of English classroom activities

This paper explored the adult student opinions on four types of English classroom activities （language learning; language acquisition; information convey; role play） and the relationship between the fondness degrees and their personality, test performance and motivation. It tumed out that the majority of students ranked all classroom activities a bit highly. However, most of them would like to be taught language forms rather than to communicate in English with others. Motivation came out to be the factor that leads to most of the significant differences in this research. Taking into consideration the focus of researches in China nowadays, the results seem to be out of place and deserve serious consideration and further research.     

Motivation Promoting in the English Classroom

Motivation is one of the most important factors which contribute to the success in foreign language learning.This paper focuses on the definition of motivation and some particulars,mainly based on the theory of the famous education expert and psychologist D?rnyei,will be involved in promoting the motivation of the students in English classroom.Hopefully,it will be helpful to teachers to promote motivation of the learners in the English classroom.     

English Language Attrition Among EFL Learners in Terms of Writing Skills

This study aims to identify if participants experience attrition in writing skills after two years’ nonuse of English.70 participants took the tests of writing.A questionnaire was administered to the 70 participants and it included numerous variables that relate to language attrition such as motivation and social activities.The data collected from the tests and questionnaire were analyzed via SPSS.Cronbach’s alpha and Many Facets Rasch Model were used to validate the construct and external reliability.The findings showed that participants experienced an overall statistically significant level of attrition in writing skills.Additionally,the specific skills of pertinence,coherence,clarity but excluding grammar,were seen to experience significant attrition over the two years’ period.Participants showed a lower level of positive motivation and less social activities for learning English language during the two years’ nonuse than before the two years’ nonuse of English and this could have contributed to the writing attrition.     

How to Develop the Students’ Motivation

Motivation is one of the most important factors access to success.There are three types of students’ motivation in English learning.In order to get good result in the process of teaching,teachers try their best to develop students’ motivation.They have tried many ways,such as enhancing students’ interesting through playing games,introduce the culture of English speaking countries.It’s meaningful that teachers develop several kinds of motivation at the same time.All these important methods can be used in actually teaching to get a better result.     

Applying Politeness Strategies in Teacher Talk to Increase Students Participation

Based on Brown and Levinson’s face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students’ face to spark their motivation to participate in the interactive activities so as to develop their language control.