英语论文网

现代社会，人们对学习外语或者第二语言的动机概念越来越关注了。然而事实上，并非向来如此。在1956年，沃利和兰伯特认为，学习第二语言需要言语能力和智商，但当时并不看重动机、态度和渴望这些东西。到如今这些观念都在发生改变，人们偶尔也会考虑到，情感因素其实被认为是必须要研究的东西。但是，学习语言是一项极其耗费时间的过程，所以假如我们在学习期间丢开一些被认为还不是很重要的情感东西，最后却发现它们其实对于学习第二语言来说意义重大，我并不会感到震惊。迄今为止，学术研究主要集中在对学生个体差异的关注上，比如说语言焦虑症，态度和动机，自信心，人格变量，智商，独立性，语言学习技巧，和语言能力。然而其他的变量可能会被证明是更重要的候选者。本文将重点研究动机，因为我认为很多其他的变量都依赖于动机才能发挥功效。因此，举个例子，如果学生并没有学习第二语言的动机，他就不会去运用语言学习的技巧，如果他没有想要学习的动机，也就没有必要冒险去使用这门语言。类似的例子还有很多。

Nowadays, there is a considerable attention(interest) in the concept( notion) of motivation to learn a foreign or a second language, however, it wasn’t always this way. In 1956 ,Wally and Lambert( ) believed that learning another language included verbal ability and intelligence but notions like motivation, attitudes and anxiety were not considered to be significant at all in that time. Nowadays, these point of views(perspectives) have changed, and one occasionally gets the idea(impression) that affective variables are considered to be the only essential ones. It is clear, nevertheless, that learning a foreign language is a hard time-consuming process, and I would not be astonished(surprised) at all if it throw out(turned out) that several(a number of )variables, so far not considered significant, are found to be implicated in learning a second language. Hitherto, research has concentrated on individual difference features of the student such as, language anxiety, attitudes and motivation, self-confidence, personality variables (e.g. risk-taking, need achievement empathy and so on), intelligence, field independence, language learning strategies, and language aptitude, however, other variables and other classes of variables may will be considered viable candidates. This essay tend to concentrate on motivation since( because) I believe that numerous of these other variables are reliant on motivation for their effects to be realized. Hence, for instance, language learning strategies most likely will not be used if the person is not motivated to learn the second language, and there is little or no cause(reason) to take risks using the language if there is little intention to learn it, and so on. Therefore, motivation is a fundamental aspect next to( along) with language aptitude in influential ( determining)success in learning a second language in the classroom setting.( please, change lots in introduction especially above paragraph). Ellis( 1985) states that motivated individuals who integrate both linguistics and non linguistic outcomes of the learning experience will accomplish desirable attitudes and a higher degree of second language proficiency.

The number of Libyan students are increasing in the recent for studying in the UK to get high degrees.One of the issues with most of these learners is their restricted(limited) ompetencein English, especially in listening ,speaking and writing skills with serious results for both their social and academic life during their dwelling in the UK. An understanding of their motivation to learn English may shed some light on the impact of the linguistic challenges they fac本论文由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。