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学习者用母语在第二外语教学中的思考方式 [5]

论文作者:www.51lunwen.org论文属性:本科毕业论文 Thesis登出时间:2016-01-11编辑:carrie2点击率:7254

论文字数:14566论文编号:org201601071428598424语种:英语论文 English地区:中国价格:免费论文

关键词:外语教学教育学语言学习

摘要:本文讲述了在第二外语教学中,是否应该使用母语进行教学,因为使用母语的学生不能学习自己感兴趣的英语反而会导致他们学习语言的兴趣降低。

re not challenged at all (i + 0).

Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learner's current internalized rule system and the new input.

The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies.

Motivation Theory

Various definitions of motivation have been proposed over decades of research and three different perspectives emerge:

1) From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces.

2) In cognitive terms, motivation places much more emphasis on the individual's decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation:

a. The need for exploration, for seeing the other side of the mountain, for probing the unknown;

b. The need for manipulation, for operating- to use Skinner's term- on the environment and causing change;

c. The need for activity, for movement and exercise, both physical and mental;

d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings;

e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge;

f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others.

3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams& Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique.

Intrinsic and Extrinsic Motivation

Edward Deci (1975:23) defined intrinsic motivation:<论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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