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从动机角度分析英语专业学生课堂沉默现象:An analysis from the perspective of Motivation

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2010-12-28编辑:anterran点击率:6239

论文字数:6259论文编号:org201012281301539261语种:英语 English地区:中国价格:$ 132

关键词:silenceclassroomEnglish major studentanalysismotivation沉默课堂英语专业学生分析动机n

Silence in Classroom of English Major Students
---An analysis from the perspective of Motivation
               Author: ZHUANG Tongtong
                  Supervisor: SU Zhanghai
代写英语论文 提供英语论文代写服务,如有需求,请联系QQ:949925041,电话:13917206902 
(College of Foreign Languages,  )
Abstract: As English major students, silences in English teaching class are a common phenomenon. This paper gives a brief analysis about the fact from the perspective of motivation, including how to define the motivation, the cause of the fact, the value of English learning, and learners’ Psychology as well as the medium-teacher’s role, and put forward some suggestions to direct students to break up the silence. Besides English major students should realize why they engage in the activity of English learning is they are particularly interested in the activity itself, and they should form a reasonable attitude and motivation. Then every effort they have made will continue and they will feel the sense of accomplishment. The goal the English learning is achieved.
Key Words: silence;classroom; English major student; analysis; motivation;

从动机角度分析英语专业学生课堂沉默现象
摘要:作为英语专业学生,再英语学习课堂上保持沉默是一种普遍的现象。本文将从动机的角度对这一现象给予简要分析,包括如何定义动机,沉默现象的原因,英语学习的意义,学习者的心理以及中介者教师的作用。另外,英语专业学生理应认识到自己学习英语的原因在于英语本身,对待英语学习应保持理性的态度和动机,只有这样他们才有学习的动力和获得成就感。英语学习的目标就能达到。
关键词:沉默;课堂;英语专业学生;分析;动机;

1 Introduction
It is common that a few students remain silent in an ETC (English Teaching Classroom). When asked to answer questions, they remain silent. When interactive tasks are assigned, they still remain silent. However, in English learning, oral skills are very important. Students’ silence is not beneficial to their

2 The definition of silence
 
3 The definition of motivation and classification of motivations

3.1 Intrinsic and extrinsic motivation
   In focusing on the reasons why people choose to act in certain ways, it becomes apparent that these reasons for our actions fall into different types. Sometimes we do something because the act of doing it is enjoyable in itself. At other times we engage in an activity not because we are  particularly interested
3.2 Perceived value of the activity
3.3 Learners’ beliefs about themselves
3.3.1 Effectiveness motivation
3.3.3 Self-worth concern.
6 Teachers’ roles
7 Conclusion
  From this analysis of silence phenomenon, motivation plays an important role in the English teaching. There are two basic categories of motivation: integrative motivation and instrumental motivation. Many variables including both internal variables, such as beliefs, attitudes, interests, and external variables, such as strategy and teachers’ role, bear impact upon learner motivation. This paper has emphasized that making decisions in learning process to act is a central component of motivation. These decisions will be influenced by a number of different causes. Motivation can be intrinsic, that is we do something because the act of doing it is enjoyable in it self. Alternatively, it can be extrinsic, that is, we engage in an activity to achieve other ends. In this paper, some good suggestions are put forward. If learner attaches a high value to the outcome of an activity, they will be more likely to be motivated to perform it, 论文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。

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