CAI Yuan

【Abstract】Many language teachers believe that motivation is one of the most powerful influences on language learning. The author of this article tries to introduce some psychological views on motivation, types of motivation and probes into some ways for the language teachers to direct their own practice in motivating their students.

【Key words】motivation; language learning; language teachers

Introduction

It is very necessary for a language teacher to know something about Principles of Language Learning and Teaching. Second language acquisition theory leaves no doubt about the crucial importance of a further affective variable, motivation, which is actually a cluster of factors that ‘energize behavior and give it direction (Hilgard, Atkinson and Atkinson 1979:281). Chomsky(1988:181) also points out the importance of activating learners motivation: ‘The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. Since motivation is so important for language learning, what is the definition of motivation? How has the conception of motivation changed in recent years? What can the teachers do to influence motivation? With these questions the author would focus on those ideas and approaches which is useful and the most helpful for the teachers.

Some psychological views on motivation

Early research on motivation is based on behaviorism, thus, psychologists tried to explain motivation in term of how animals behaved in order to meet their basic biological needs. Modern behaviorism would tend to consider motivation largely in terms of external force because they believe in the nature and scheduling of reward system as the most effective way of motivating desired behavior. Atkinson believes that people have their need to achieve something or to be successful and he put forward ‘a(chǎn)chievement motivation. A cognitive view of motivation , however, emphases individual making decisions about their actions but not the external force. Constructivists view of motivation centers around the premise that each individual is motivated differently. From these theories we know that different learners have different definitions of motivation. The following is only one of them which is based on the psychological view.

Definitions and types of motivation

Marion Williams & Robert L. Burden present a definition of motivation based on the above theories. They think motivation may be construed as:

a state of cognitive and emotional arousal,

which leads to a conscious decision to act, and

which gives rise to a period of sustained intellectual and/or physical effort

in order to attain a previously set goal (or goals).

H. D. brown introduces us a few different definitions of motivation

from different views. And he states that motivation is of great importance in second language acquisition and introduces the two basic types of motivation: integrative and instrumental, which are put forward in the early work of Gardner and Lambert. The former refers to a desire to learn the language in order to relate to and even become part of the target language culture, and the latter has to do with practical reasons for language learning, such as getting a promotion.

Intrinsic and Extrinsic Motivation: when someone doing something generates interest and enjoyment, and the reason for performing the activity lies within the activity itself, the motivation is intrinsic; on the other hand, when the only reason for performing an act is to get a reward or avoid punishment, something outside the activity itself, the motivation is likely to be extrinsic. The books on motivation provide us the variety of views from different scholars. Most of them(for Crookes and Schmidit, Brown) favor intrinsic orientations, especially for long-term retention. The author agrees on these opinions but doesnt think intrinsic motivation is superior to extrinsic motivation in English learning in China. The author had a survey among her students before which showed that extremely most of them only had the instrumental motivation for they learned English were to graduate and get a good paid job. They learn English for getting something rewarded or avoiding punishment. In fact some of them learn English quite well. In China, our English learners lack of communicating with the English native speakers, the reason for learning English is to please the teachers or to get something rewarded.

From the fact that our English learners learn English as something to

get something rewarded we know that it is necessary to tell the students

intrinsic-extrinsic conducted from Gardners integrative-instrumental motivation. Many instances of the intrinsic motivation can turn out to be integrative motivation, but some may not. There is no doubt that the language teachers have effects on the students motivation. We cant get the specific ways to motivate the students in language but we get the sources to know what to do in teaching language.

Ways to motivate students in classroom

The following ways are expected to be useful for language teachers in developing the students learning motivation.

Training the students for strong thirst for knowledge and interest

in learning. Interest in learning is the most positive and effective element of motivation. The first step of teaching is expected to motivate the students to make them interested in language learning and help them set up their learning goals. Then help the students maintain their motivation till they can be successful in learning.

Making use of transferring the students original motivation to

make them have the needs of learning. For example, Some students learn English because they are interested in English songs or collecting foreign stamps. The teachers can make good use of these kinds of interests to make them interested in Learning English.

Letting the students take part in a variety of language practice so

as to cause their needs and interests for language learning. In China we English learners lack the chances to communicate with the English native speakers directly. So the language teachers should provide them with the chances to let them practice what they have learnt. While practicing with others they can find out their own mistakes and their shortage of knowledge then they will have the needs to keep on learning. Hence they reinforce their motivation about learning English.

Arousing the students learning fervor to reinforce and develop

their motivation they had. Language teachers can promote the students reinforcement of motivation by verbal praise and encouragement. If any one makes any progress the teacher should give him/her the praise and encouragement to reinforce his/her belief about the ability to learn English well. Sometimes the teachers can arouse their students interest in learning by emulation and reward.

Conclusion

The language teachers should understand and know well something about principles of language learning and teaching, for language has its own principles of learning and teaching. To learn one language successfully the learners should have the proper motivation. The author focuses on the points that she is interested in and that be thought as helpful for the language teachers in motivating their students, which are some psychological views on motivation, definition and types of motivation and some ways for the teachers to motivate their students in language learning.

References：

[1]Crookes,Graham and Schmidt,Richard W.1991.Motivation: Reopening the research agenda.Language learning.469-512.

[2]H.D.Brown 2002.Principles of Language Learning and Teaching[M].Beijing:Foreign Language Teaching and Research Press.134-161.

[3]Jane Arnold[Editor].2000.Affect in Language Learning[M].Beijing:Foreign Language Teaching and Research Press.13-24.

[4]Marion Williams & Robert L.Burden.2000.Psychology for Language Teachers[M].Beijing:Foreign Language Teaching and Research Press.111-141.

[5]Zhou Liuxi[Editor].1995.An Encyclopedia of English in Middle School of China[M].Shenyang:Northeastern University Press.66-86.