are emotional and full of sense of self-identity. Therefore, they take every chance to show themselves and they attach importance to their scores.
However, their weakness is also very obvious. They begin to doubt authority---parents, seniors, school teachers, etc. And they are lack of self-control and easy to go to extreme. This rebellions spirit may contribute to establish their new world.
In view of the special characteristics of middle school students mentioned above, we are in need of an effective means to manage and improve this particular group of students. The interest-arousing strategies are born to meet this need.
2.3. The importance of the interest-arousing strategies in second language acquisition.
Learning English in middle school, in fact, is a process of a second language acquisition. Second language acquisition, or SLA, is the processes by which people learn languages in addition to their native tongue(s). Just as second language is the standard term for any language whose acquisition starts after early childhood, including what is chronologically the third or subsequent language, SLA is the acquisition of any second language. Klason claims that the key of second language acquisition is an inner process. That is the grammar and usage of a language becoming a part of cerebrum of human beings( 陈海庆、咸修斌,2004)②. Therefore, every body has a talent for learning languages.
According to Brown and Gardner, in foreign language learning, learners are strongly affected by motivation which falls in two categories, integrative and instrumental (Yu Ruixia, 2003:81-84). But Lambert says motivation includes internal motivation variables and external motivation variables.
According to Lambert, internal motivation variables range from learner expectancies to learner attitude, learner
strategy, learner’s interest and goal orientation.
At first, expectancy beliefs may include foreign language learner’s perceived efficacy, his perception of difficulty level of the learning task and his expectation on success. In addition, foreign language learners with a positive attitude and interest in foreign language learning can be consistently stimulated by the learning tasks, and hence learner motivation is enhanced. Thirdly, the learner’s expectancy on success and his positive values on learning tasks influence, but do not guarantee intrinsically motivated deep learning. If the learner values the learning task but lacks skills/strategies to complete it, his high self-efficacy beliefs won’t lend to competent performance. Fourthly, interest is a manifestation of inborn capabilities in terms of competency, self-assessment as well as personal accomplishments. Finally, students’ beliefs in self-efficacy, their learning attitude, learning strategy and their interest in learning determine the nature and potency of motivation for language learning, hence their goal orientation.
External motivation variables in classroom setting learning embrace teaching materials, teachers’ role, teaching
methodology and learning environment. No matter what teaching approach or method a language teacher adopts, the materials used in the process of language learning are always vital (Yu Ruixia, 2003:81-84). In terms of teachers’ role and teaching methodology, they are very important for students whose language level varies. A teacher in the classroom may serve as resource, lecturer and evaluator, and students should be allowed some room for autonomous interac
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