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1.1 The Background of the Study
然而，也有另一面的动机，大概每一个学习者满足，例如，遇到临时减征或者损失的动机。dornyei在他的书指出，学生的行为通常受到两个力的影响，一个为正，另一个为负。积极的力量被命名为“动机”，可以称为消极力量“的动机”。具体地，去动机的影响因素动机产生负面影响比亚迪电子加力的作用，它可以有不利的影响L2上的动机。它具有重要的意义，认识到这些负面影响和对付他们。实际上是一种消极的力量在学习语言的过程中确实存在，并且可以破坏学习者的动机。例如学习者感到侮辱的情况下，由教师或令人失望的成绩在考试。这些事件是可能减少的动力，而不是加强。这句话的意思是，就像有动机产生积极的影响因素，也有那些产生负面影响。这些因素可以调用消极因素。相反，积极的力量，促进和维持学习动机，动机在学习的过程中负面因素减少。不幸的是，后者已很大程度上被忽视，在过去的外语学习研究。
However,there is also another side of motivation that probably every learner has met with, for example,experiencing temporary reduction or loss of motivation. Dornyei in his book pointed out thatthe behavior of students is usually affected by two forces, one is positive and the other isnegative. Positive forces are named as “motives”, and negative forces can be called“demotives”. To be specific, demotives are factors that influence motivation negatively byde-energizing action, which can have a detrimental effect on L2 motivation. And it is ofsignificance to recognize these negative influences and deal with them. In fact a negativeforce in the language learning process really exists and can undermine the motivation oflearners. Take for example a situation where a learner feels insulted by the teacher or adisappointing score in an examination. These events are more likely to reduce motivationrather than to reinforce it. What this means is that, just as there are factors that have positiveeffects on motivation, there are also ones that exert negative influences. These factors can becalled demotivating factors. Contrary to positive forces that facilitate and sustain motivation,demotivating factors decrease motivation during the process of learning. Unfortunately, thelatter has been largely neglected in past L2 motivation research.
Then what factors negatively affect the learner’s motivation? Why do L2 learners losetheir motivation to study the target language? Research on the topic has been investigated bysome foreign scholars. The results show that the main factors include: the teacher, the learnersthemselves, learning situation, textbook, school teaching facilities etc. In China, there exists akind of “slack” in Chinese students’ English learning (Dai Weidong, 2001). A survey made byCai Jigang (2009) demonstrates that 42.8% of students who have difficulties with English lack explicit learning motivation, which is characterized by lack of learning of no incentive,interest, endurance, habits etc. It seems that demotivation is going to be a hot topic in China.
There were only three papers and three Master’s theses up to 2009. But another six Master’stheses have been found in the past two years, which means that the topic has aroused moreand more researchers’ interest. Based on the author’s own experience, it can be supposed thatdemotivation might be a factor that would account for at least some of these problems, but itsexistence and scope have not been adequately investigated. Research on demotivation canhelp people to understand demotives from various aspects, facilitates English teachers toreflect on their own performance and find strategies to enhance the learners motivation, thusimproving English teaching. On the other hand it also aids students to find the reasons whytheir interest in English learning is decreased. So the research is of great importance in China.Research on demotivation is derived from the area of instructional communication. Inthe re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。