在英语教学中激发大学生的学习动机.doc

2. Literature Review

2.1 Motivational studies from abroad
There are a large number of researches on whether motivation affects foreign language learning. Among the researchers, Gardner＆Lambert (1972) identified that motivation is of great importance to successful language acquisition. According to them, effort，desire to learn，and satisfaction with the task are the three main elements essential to identify the degree of motivation in language learning. DÖrnyei(1994)put it further with the cognitive factors of the learning motivation and he also did the experiment which was based on a state of foreign language teaching classroom. He put forward those L2 learners at the following three levels: the language, learner, and the learning situation. Apart from these, there are other researches showing the relationships between motivation and other possible considerations such as attitudes, learning habits, anxiety, and teachers. For instances, Matthew, P. (1997) tried to find out the effects of authentic language materials on motivation. He turned to classroom observation, and then he got that authentic language materials can promote motivation through his research.

2.2 Domestic studies about motivation
China began its study of language learning motivation in the 1980s, at that time, the term motivation could only be found in chapters or sections in some monographs about psychology of learning (Gui, 1985, 1991). Some academic journals in the field of foreign language teaching in China revealed that only one author (Zheng, 1987) used the word motivation in the title of his research paper. Until 1990s, many more researches began to concern with motivation as more and more people had realized globalization and there was a popularity of foreign language learning among Chinese people.
The earliest experimental research was done by Gui Shichun(1986) who centered on learning motivation, learning environments, attitudes toward learning situations and learning styles．The result identified that learning environments and attitudes (especially who have strong instrumental motivation) affect most upon students’ learning motivation.
In the investigation of Zhou Yan(1992), he concluded that motivation is correlated with learning achievement. Hao Mei and Hao Ruoping(2001) reported that students’ achievement motivation is positively related to their final scores，but negatively related to their state anxiety．
In study of individual differences on motivation conducted by Wu Yi’an and Liu Runqing(1993), they found that Chinese learners’ English learning motivation were, more often than not, instrumental．According to their study, getting a certificate is the major motivation of Chinese learners which is different from the motivation type of students in other countries.
Wen Qiufang(1995，2001) , who analyzed the relationship between motivation and learning strategies, classified motivation into two categories: superficial and deep motivations. They also found that motivation is correlated with language learning beliefs and strategies. Apart from this classification, Gao Yihong et a1.(2003)，summed up that there are seven types of motivation among students which are interest, achievement, learning context, going abroad, social responsibility, personal development and information media.
To conclude, Chinese researchers adopt the theories of the study of motivation on L2 learning from overseas and develop its own theories based on the real situation inland through investigation, real classroom context and so on. Factors, such as learning environment, interest, teacher, passing exams, social responsibility, peers, affect students’ learning motivation. The above theories not only enrich the motivation theories of L2 learning, but also help us to know what problems are still exist, how we can improve students’ English learning.

3. Motivation

3.1 Definition of motivation
Motivation is commonly thought of as the inner drive, impulse, emotion or desire that moves one to particular action (Brown,1981:121). As stated by Harmer, J. (1983) that motivation is some kind of inner drive that encourage somebody to pursuit a course of action.
Gardner’s definition of motivation, which is based on social psychology, is largely accepted and frequently quoted. As on social nature of L2 learning, he defines motivation to learn a L2 as the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity (Gardner,1985:1). And when motivation is applied in English learning, motivation can be a decisive factor for learners to succeed in learning English. There is a large body of research documenting how knowledge and experience are dynamically related to motivation (Graham＆Golan,1991).
When motivation is applied in English learning, it is not only an intensive desire for learning and acquiring knowledge, but also an inner power to push students forward with enthusiasm and willingness. Students who are motivated strongly are likely to take a correct and positive attitude towards study and will thus work hard in learning English. Consequently the students can get better grade than those who haven’t been motivated or those who don’t have any interest in learning English.
From the definition and theory above, we can see that motivation is a process related to the mental state. It is associated with various decision-making, intentions, determinations, personal impulse and so on. From how Gardner defines motivation in language learning, we could see that motivation is an important factor in language learning since once one’s learning motivation is aroused, he/she will probably try every way to work hard unless he/she reaches the goal. So it is essential for us to understand motivation in a deep state, especially when it is used in English learning.

3.2 Types of motivation
3.2.1 Integrative motivation and instrumental motivation
Robert Gardner and Wallace Lambert (1972), whose aim was studying how attitude and motivation affect language learning, had done a large number of investigations and researches with foreign language learners in Canada, some parts of the United States，and the Philippines for over twelve years. Based on their research findings, they grouped motivation as two basic kinds: Integrative motivation and instrumental motivation.

i) Integrative motivation
Integrative motivation appears when learners wish to integrate themselves within the culture of a second language group，to identify themselves with and become a part of the society(Gardner and Lambert, 1972). When one shows his real interest in the people and the culture of one particular community (especially where they need to speak a foreign language), he will be motivated by the needs that acquiring the second language will enable him to meet with and talk to the target language speakers.

ii) Instrumental motivation
Instrumental motivation refers to the motivation to acquire a language as means for attaining instrumental goals：furthering a career, reading technical material，translation，and so forth(Gardner and Lambert,1972). Compared with integrative motivation, instrumental motivation focuses more on the practical value and advantages of learning a new language in that a instrumental motivated person often shows a relatively limited interest in the people and the culture of the target language community. In this case, one learns the language mainly because he/she needs it for one or more certain purposes.
However, this classification of integrative and instrumental motivation is not suitable to be applied here. As Braj Kachru (1977-1992) noted that in the developing countries where English has become an international language，people learn English well for instrumental reasons alone．So this kind of classification can not illustrate how well one is motivated, because no matter one is motivated by the integrative or instrumental factor or both, the degree of how well one is motivated is still unknown. However, if we want to motivate students effectively, we need to know how well students are motivated and which kind of motivation can help them in English learning.

3.2.2 Extrinsic motivation and intrinsic motivation
i) Extrinsic motivation
Extrinsic motivation regards to outer factors, such as prizes, appraisals, compliments or feedbacks. In a word, as Latham (1998) stated extrinsic motivation is related to "Tangible benefits". It exists when individuals are motivated by an outcome that is external or functionally unrelated to the activity in which they are engaged (Spaulding, 1992:4). For example, a student who is motivated by parents’ compliment will work hard to get high scores; his efforts are made for extrinsic reason alone instead of gaining the knowledge itself or having a real interest of learning.

ii) Intrinsic motivation
On the contrary, intrinsic motivation is a response to needs that exists within the learner, such as curiosity, the need to know, and feelings of competence or growth (Eggen & Kauchak, 1994:428). It is also called direct satisfaction for it refers to learners who get satisfaction derived from learning. It exists when someone works because of an inner desire to accomplish a task successfully, whether it has some external value or not (Spaulding, 1992:4). A case in point is that a student makes every effort to learn the knowledge because he is inwardly interested at that subject and wants to know more about it. His willing for learning that subject well grows and causes intrinsic motivation. His purpose of learning is for the enjoyment of the learning process rather than for praises or rewards.
In conclusion, we can see that both extrinsic and intrinsic motivation boost study, they are both important and complementary to each other. The outward praises and rewards encourage students to study more actively while the inward interest makes one study hard and this kind of motivation can keep running for a long time. The use of rewards as extrinsic motivators have sometimes been found to increase intrinsic motivation, especially when the rewards are contingent on the quality of the performance rather than simply on participation (Lepper, 1983:267).  But it is also clear that the extrinsic motivator is sometimes necessary for it gets students started in the first place, but, having the drawback of not lasting for long and overusing of extrinsic motivation can stifle intrinsic motivation while it is the intrinsic motivation that can arouse the students’ real learning interest.

4. Present Situation about College Students’ Motivation

As the globalization and opening policy in China, foreign language, especially English has enjoyed its important place and English teaching has received great improvements. But the traditional English teaching mode has made lots of dump-English learners in China as it pay far more attention on multiple choices of grammar and reading comprehension than speaking competence. College students are all at the prime ages of learning, they definitely have the ability to learn English well, but they fail to do so just in the reason that they are inappropriately educated. As Li Lanqing, the former vice-premier of China, pointed out that Chinese college English students have learned English for over ten years, but they are unable to listen，speak, read or write well -- their abilities to use English are still poor.
Chinese scholar, Gao Yihong(2003) has proved that the main motivation of Chinese college students towards English learning is certificate motivation. As for non-English majors learners, CET4 (College English Test Band 4) and CET6 (College English Test Band6) certificates play a very important role in college English teaching and learning since many colleges and universities stipulate that students who can’t pass CET4 will not get the diploma. As for English majors, passing TEM4 (Test for English Majors Band 4) and TEM8 (Test for English Majors Band 8) is not only proving of their ability but also a path to their careers.
Li Hua (2006) conducted an investigation on her master thesis On Learning Motivation and English Teaching in Vocation-technical Colleges. Surveying 755 students’ scores from college entrance examination in October, 2004 and October, 2005, having interview with 280 freshmen from different departments, Li found out that 60% of the students lack interest of English learning, 86% admit that they study English mainly to get a higher score, 67.49% of them have no confidence to learn it well.
From the above two researches, we can see that most college students are motivated by extrinsic factors much more than intrinsic ones. When they are more negatively motivated to pass exams rather than to learn English well, they can never cultivate their real interest and gain knowledge in English and will thus never learn well.

5. Motivating College Students in the Part of Teachers

5.1 Teacher’s role in language teaching
Teaching and learning co-exist. Students are the main body of learning while teachers play their predominate role. According to the latest Course Standard of English Teaching, teachers’ work is to motivate students’ interest in English, cultivate students’ sense of success, guide students to form a good learning habit, enable them to communicate smoothly and develop sound value towards learning and living. Basically, teachers are the only one who students can rely on in the part of study.
So it is suggested that teachers make every effort to motivate students intrinsically and consequently, students will be motivated to cultivate a real interest of learning English and study hard for acquiring knowledge. The author suggests the following strategies for arousing the college students’ intrinsic motivation.

5.2 Strategies
All college students have college English classes and classroom learning is their main source of learning English, but the fact is that students are not successfully motivated in class, and we all know teacher is the leading actor in arousing students’ intrinsic motivation. Here follows some suggestive strategies in the part of teachers that can serve as remedies to the present situation.

1. Setting goals
Many college students are lack of a sense of making goals, especially that of long-term goals with the reason that they never form habits of making goals in their early ages. Goal is a wanted result or purpose; when you set your goal, there will be inner impulses in your heart to push you work hard towards your goal. So it is important for teachers to make sure students to set goals in their English learning. In the learning process, teachers can help students to establish a sense of direction and constantl