Motivation of Students’ English Learning and Its Implications for English Teaching

【Abstract】As is well-known， peoples behaviors come from certain motivation. The learning of English also related to this certain motivation. The stronger the motivation is， the better effects on English learning students will have. If English teachers have a comprehensive understanding of the types and effects of the motivation， it will be useful for them to adjust their teaching methods to stimulate and sustain the students motivation.

【Key words】English teaching； motivation； implications

1. Introduction of Motivation

Motivation is kind of driving power which， as Dornyei （1998） says， ‘…energizes and directs human behavior. Also， motivation is the key factor during the learning process. Gardner （1985） defines the second language motivation 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. From the perspective of psychological psychology， a more specific and general concept was put forward by Harter （1981：300-312）， who divided motivation into intrinsic motivation and extrinsic motivation.

2. Implications for English Teaching

Teaching English as a second language is a different task for a teacher. Teachers need to have effective teaching strategies to make students grasp better in learning English. Based on the function of the motivation， motivation plays an essential role in English learning and has a strong correction with students language proficiency. There are some implications which teachers can use during the English teaching.

2.1 Developing and Cultivating the Interest of Students English Learning

Confucius said： “Who likes is better than one knows， who enjoys is better than who likes”. This sentence emphasize that learning interest is important to students learning. In the same way， cultivating students learning interest can help them learn better and develop intrinsic motivation of English learning. Once the interest of learning English is cultivated， students will express their initiative and enthusiasm fully. Rich learning interest is strong mental strength for students to study assiduously and attack the difficulties. The stronger interest is， the more clinging goals will pursue. During the teaching process， we should pay attention to cultivate students learning motivation.

2.2 Building up a Sense of Accomplishment and Self-confidence

A sense of accomplishment and self-confidence are great factors in motivating students. Be sure to give positive feedback and reinforcement. Doing so can increase students' satisfaction and encourage positive self-evaluation. A student who feels a sense of accomplishment will have strong confidence to direct his or her own studies and learning outcomes. If he has a belief in his own ability， he will try his best to study hard to attain his goal. To build up students confidence， the teacher should give them proper comments.endprint

2.3 Strengthening Cooperation among Family， School and Society

The effective cooperation of family， school and society is indispensable in improving students English learning motivation. As we all know， family education plays a very important role in the process of students English learning. There is no doubt that school education is the most crucial period that one s personalities and morals are developed. School education belongs to a teaching education. It has fixed institutions， rigorous requirements of assessment， professional teachers and logical teaching plans. If school wants to get good teaching effects， it should keep the close cooperation with society and family. That is because students are influenced directly by society and family to some extent.

3. Conclusion

In China， English teaching is a tough process for every English teacher. To a large extent， teachers ignore the function of motivation. Based on the great significance of motivation to foreign language learning， we should bring teachers superiority into full play and stimulate students learning motivation to sustain the long learning process.

References：

[1]Dornyei，Z.Motivation in second and foreign language learning[J].Language Teachingand Linguistics Abstracts，1998（31）：117-135.

[2]Gardner，R.C.Social psychology and language learning：The role of attitudes and motivation[M].London：Edward Arnold，1985.

[3]Harter，S.A new self-report scale of intrinsic versus extrinsic orientation in the classroom：motivation and information components[J].Development Psychology，1981：300-312.

作者簡(jiǎn)歷：張亞莉（1991.11.24-），女，漢族，山西大同人，碩士，研究方向：學(xué)科教學(xué)英語(yǔ)。endprint