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1.1 Background of the Research
在全球化背景下,中国已经成为一个国家的大多数英语学习者。从小学,中学,甚至大学,英语都是必修课。然而,随着经济的发展,语言教学方法改进的不间断。很明显,传统的语言教学中,“以教师为中心”的方法,无法满足需求在当前新的条件。因此教育部提出的标准的英语课程在中学在2001年。它指出清楚,老师应该尽力采用“任务型”教学方法避免从这些传统方法由于。2003年底,基本要求大学英语教学也被发表,这说明应采用基于任务的指导思想。任务型语言教学(以下简称TBLT)是由英语教育家提出人口所Prabhu N。年代”和Niinan的设计任务的交际课堂(1989)是正式签署的TBLT。不同的教育者TBLT有不同想法,不过有一个共同点,即是一个“以学生为中心”TBLT语言教学方法,要求他们在做一个有意义的吸收知识的任务,以互相交流流利。
Under the background of globalization, China has become one of the countrieswith the most English learners. From elementary schools to secondary schools andeven to universities, English has been a required course. However, with thedevelopment of economy, language teaching methods have been improveduninterruptedly. It is obvious that the traditional language teaching,“teacher-centered” methods, could not meet the needs on the current new conditions.Therefore Ministry of Education has proposed The Criterion of English Course inSecondary Schools in 2001. It points out clearly that the teacher should try their bestto employ "task-based" teaching methods avoiding from those traditionalgrammar-translation methods. At the end of 2003，Fundamental Claim on CollegeEnglish Teaching has also been published，which suggests task-based languageteaching should be adopted.Task-based language teaching (hereinafter referred to as TBLT) was proposed in1987 by an English educator Prabhu N.S‘ and Niinan's Designing Tasks for theCommunicative Classroom (1989) is the formal sign of TBLT. Different educatorshave different ideas on TBLT, however there is a common ground, that is, TBLT is a"student-centered" language teaching method which requires them to absorbknowledge during doing a meaningful task so as to communicate with each otherfluently.
However carrying out TBLT in a classroom demands a teacher not only todesign a task but also to understand students' motivation in English learning.Learners' motivation, which can be divided as instrumental motivation and integratedmotivation, or intrinsic motive and extrinsic motive, etc., is a kind of psychologicalstate which stimulates an individual to study, maintains the stimulated activity andmakes the activity towards a certain study goal. Lots of empirical researches reportthat motivation plays a significant role in English as Foreign Language (hereinafterreferred to as EFL).Although some researches about motivation in college have already been doneand got corresponding conclusions with universality, motivation varies from person toperson so that different communities have different emphases on motivation.Therefore this study focuses on a crowd of "special" students—English majors whostudy in a three-year college. To some extent, this group differs from those who studyat high schools or universities on the facets of psychology and study competence.Many of them have failed to pass the college entrance examination and have anegative attitude towards study. During the period of observation, there are still somestudents are eager to leam English, but perhaps they could not find an appropriateway of learning it, or the dull class could not arouse their enthusiasm, or there is alack of English communicational environment, etc.. It is obvious to see that a seriesof subjective and objective factors have an impact on their motivation in learningEnglish.
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