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七十年代以来,外语教学研究的兴趣已逐渐从教师的教学转向学生的学习,对外语学习中的动机研究即为这种转向的标志之一。到目前为止许多对动机和外语学习进行了大量的研究。其中LAMBER和GARDNER把外语学习动机分为工具型动机和融合型动机。根据学生动机的原因,动机还可分为内在动机和外在动机。此外,还有长期动机,短期动机,成就动机等。这些学习动机都对外语教学有着很大的影响。学生通过高考进入大学,学习的课本是大学英语的公共课本。但大部分的学生文化基础差,底子薄,尤其英语,要学懂普通大
Since the 1970s, interest in foreign language teaching and research has gradually shifted from teacher teaching to student learning, and motivation studies in foreign language learning have become one of the hallmarks of this shift. So far a lot of motivation and foreign language learning conducted a lot of research. LAMBER and GARDNER divided the motivation of foreign language learning into instrumental motivation and fusion motivation. According to the motivation of students, motivation can be divided into internal motivation and external motivation. In addition, there are long-term motivation, short-term motivation, achievement motivation and so on. These learning motivations have a great influence on foreign language teaching. Students enter the university through college entrance examination, learning textbooks are common textbooks in college English. However, most of the students have poor cultural foundation and weak foundation, especially in English