Motivation to Learn and Teach English in Slovenia

This study was conducted in Slovenia, and explored the views of a sample of 226 pupils (aged 14‐15 years) regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils were ‘Because English is an international language’, ‘Because English helps me with advanced study’ and ‘Because English will help me with my future career’. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ‘I enjoy the subject I will teach’, ‘English is important to me’ and ‘I want to help children succeed’. The findings are further explored in terms of the relative importance of the different types of motivation involved.     

Young Children's Perspectives on Learning and Teacher Practices in Different Classroom Contexts: Implications for Motivation

Primary studentsa' perceptions of teacher practices and learning were investigated in two different classroom contexts: learner-centered (LC) and non-learner-centered (NLC). Sixty-six children in kindergarten, first, and second grades evaluated and explained teacher practices, reported self-perceptions, and expressed views on good teachers and learning in school. Results indicate that primary students value similar characteristics in teachers regardless of differences in classroom contexts or grade levels. In general, students reported that good teachers are caring, helpful (responsive), and stimulating. Furthermore, results showed that young children's interest in schoolwork and learning was lower in NLC classrooms than in LC classrooms, particularly for students who perceived their teachers as not being supportive and stimulating. Children's views of how learning occurs tended to be consistent with the practices in their classrooms (i.e. self-directed and process-oriented versus teacher-directed and basic skills-oriented). However, children who held contemporary views of learning that were inconsistent with practices in their NLC classrooms showed signs of becoming alienated from school. These results are interpreted in terms of self-determination theory, learner-centered psychological principles, and developmentally-appropriate practice. The importance of considering young children's perspectives for continuing motivation to learn is highlighted.     

Student Motivation to Learn via Computer Conferencing

This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described.     

论小学生学习动机的激发

小学教师在课堂教学中过分注重知识的授受,忽视了小学生的主体性。据此提出在课堂教学中教师要接受小学生的情绪,融入小学生的世界;优化教学,是教师激发小学生学习动机的主阵地;运用强化原理,有助于激发小学生的学习动机,并起到巩固学习效果的作用。     

在课堂实践活动中教师要学会“隐藏”自己

教师在课堂实践活动中,要善于隐藏自己。在组织、激励、评价和点拨等环节,充分闪现教师高超的智慧和引导艺术。     

论动机在英语学习过程中的重要作用

动机在英语学习过程中起着十分重要的作用,从表层动机、深层动机两个方面分析了如何提高学生学习英语的兴趣,教师如何围绕提高学生动机水平而组织教学,从而提出了旨在全面培养学生英语应用能力的有效方法.     

激发内在学习动机提高英语教学效果

动机是影响学习效果最主要的非智力因素之一,是激发人们行动的主观原因,是人们行动的内部动力.在英语教学中,激发内在动机,发挥学生的主体作用,将是英语教学的主流.     

职业培训中成人学习动机的培养和激发

借鉴成人教育界对成人学习动机的研究成果,梳理了具有代表性的成人学习动机理论,包括成人学习动机的指向理论、影响成人学习动机的因素以及成人学习动机的形成理论,并结合职业培训中成人学生的学习特征,提出职业培训中成人学习动机的培养与激发策略.     

构建课堂的交往模式实践学会学习的教育

以“完全接受式”为主的传统教学模式所带来的直接后果是，学生是知识的“容器”，是教师的“仿制品”，学生自我“造血机能”(会学习的能力)严重缺乏。依据现代教学理论和教学实践而创设的课堂交往教学模式，能够使学生在获取新知的同时，亲身体验学习，探索学习，合作学习，促使学生个体从自我的角度出发探索学习策略，有效地激发学生的内部动机，有效地发展学生的社会化学习方式，从根本上保证学生对提高学习素养的持续追求，为学生建构个性化的学习能力创造条件。     

课堂教学中美与情的渗透

美与情的渗透是课堂教学中不可缺少的环节。美的教学内容和教学语言可以陶冶学生的情操 ,有助于发展学生的完美人格 ,培养学生的创新精神。同时教师的爱与真情又可以满足学生在学习中的情感需求 ,激发学生的求知欲 ,坚定学生的自信心 ,从而有效地提高基础教学的质量 ,促进学生素质的全面发展 ,达到教育教学的目的     

Measuring Motivation to Learn Chinese and English Through Self-Reported Feelings and Behaviours

The socio-educational approach to measuring language motivation has its focus on social attitude rather than language-relevant feelings and behaviours in the classroom context. The development of two scales for measuring elementary students' motivation to learn Chinese and English reported here is an exploration of a psychology-based approach which may be more meaningful to language teachers. The scales share common items and cover both affective and behavioural aspects of language learning. Very high internal consistency was found for both scales. Discriminant validity was established with reference to student backgrounds, including overall academic performance, gender, language examination grade, home language, and self-evaluation of language ability.     

EFL课堂的动机与策略研究

外语学习动机 (motivation)与学习态度、学习策略、学习成绩有着千丝万缕的关系。根据语言学家Brown和Gardner等关于动机研究的成果 ,提出EFL课堂的动机类型 ,动机养成和策略对学习者课堂表现的互动与促进 ,探讨进一步提高课堂教学效果的途径     

交际课堂动机的激发与保持

动机在第二外语习得理论中是一个相当复杂又非常重要的因素.探讨动机的概念及分类,分析学生失去动机的原因,提出激发学生动机的有效手段可以很好地促进第二外语的教学.     

调动良好情绪 提高教学质量

文章将从教育学、心理学的角度阐述良好情绪对提高体育教学质量的积极作用,归纳影响学生上课情绪的因素以及调动学生良好情绪的途径,以供参考。     

学会倾听——小学数学课堂不可缺失的习惯培养

现阶段的小学数学课堂中存在诸多问题,如授课过程中课堂氛围虽然生动活跃,但从学生思维拓展的层面来看,学生缺乏实际的深度思考过程。倾听是一种重要的学习能力,需要教师加以培养。本文着重讲解了教师应如何培养小学生的数学倾听能力。     

青海少数民族大学生英语学习动机研究

本文以青海省少数民族大学生的学习动机为研究案例,概括出四种动机类型,并分析了消极型学习动机产生的原因,进而提出了创新教学方式提升少数民族大学生英语水平的建议。     

浅谈英语课堂教学中情感因素的运用

本文从情感因素的角度,探讨了情感因素在英语课堂教学中的运用及其对教学效果的影响.     

Classroom Conditions for Motivation and Engagement in Reading

This paper charts our thinking about engagement in reading. It begins where we began, which is inside a single classroom. The paper ends where we have arrived now, with a model of context for engaged reading. During this pursuit, we asked three major questions. Those questions serve as a framework for this paper, and are the following: (1) How can we increase long-term reading engagement in the classroom? (2) Is our approach for increasing reading engagement and motivation more effective than traditional reading instruction? (3) What are the critically important features of a classroom context that fosters long-term reading engagement?