英语论文网

alogues. In learning textbook, students are asked to design their own methods to learn, to check their learning results on their own and appraise their performance and reward themselves for their success. As in learning the reading text “The Secret Is Out” (JEFC, Book1), learners are asked to design questions by their own, and they find the answers independently. Then they give marks for their study: new words learning, text understanding, language points and practice. And students integrate all the aspects, and reward themselves for success. 2.4.3 Arousing learner motivation It seems clear that positive attitudes are conducive to increased motivation, while negative attitudes have the opposite effect (Little, 1998). But what is motivation and what is the role of it? Motivation is “one of the key factors that influence the rate and success of second/foreign language learning. Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process”(Dornynei, 1998:117). According to Gardner and MacIntyre (1993:3), motivation is comprised of three components:” desire to achieve a goal, effort extended in this direction, and satisfaction with thee task”. In the author’s view, motivation is the inner expectation and desire to learn English well. The language learning motivation is the inside strength and reason of encouraging learners to take action. It includes the personal intention, the hope, purpose with excited psychology and attempting to achieve, etc. The learning motivation of foreign language is affected by the following demand mainly: First of all, to the demand that is explored, is for accusing of asking for the external world to learn foreign languages, to understand the politics of the target language country, the economy and culture situation. Then, it is the demand for knowledge. Foreign language can enrich a person; meet people’s desire of seeking knowledge. Finally, it is to the demand for improving oneself too. It contributes to the working and studying of the learner to study foreign language, contributes to realize one’s own value. Amongst the social and affective variables at work, self-esteem and desire to learn are deemed to be the most crucial factor in the learner’s ability to overcome occasional setbacks or minor mistakes in the process of learning a second/foreign language”(Tarone &Yule, 1989:139). It is very obvious that the learner motivation plays an important role in learner autonomy. In the experimental class, the following measures designed by the author are used to arouse learner motivation: (1) With China’s entry into WTO, English as a fundamental communicative instrument should be mastered by every learner. Learning English well can meet the needs of the 21st century. (2) Learners should speak and think in English, and they’ll have the pleasure to share and appreciate the original masterpiece in English (3) Clearly set goals according to the importance and facility of the course. (4) Clearly present the whole structure of the course. (5) Make progress gradually by learning small pieces of structure every day. (6) Use the learning mode “question-response-feedback”, and make use of its interaction effect to foster learning promote learning interest. (7) Offer help to those who come across difficulties in English learning so as to consolidate the confidence in overcoming difficulties. By this way, stude