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动机因素应用在教学

Apply motivation in my teaching context

In second language learning context, Gardner (1985) identifies motivation as an “energy centre”that involves effort, will or cognition, and enjoyment. Gardner (1990) further includes three elements: 1) a desire to learn the language; 2) effort expended towards learning the language; and 3) favorable attitudes towards learning the language. Therefore,good motivation is conducive to students' second language learning.

First of all, there is no proportional relationship between learning motivation and learning effect.It is not that the stronger the motivation of learning, the better the learning effect. According to the research of psychology, the relationship between motivation intensity and work efficiency is an inverted U-shaped curve. When the motivation level is at medium intensity, the learning effect is best. Therefore, in daily teaching, we should appropriately mobilize the enthusiasm of students, which will help us achieve our teaching results.Second, the optimal motivation level varies depending on the difficulty of the learning task. The optimal motivation level is relatively higher when the task difficulty is easier, and the optimal motivation level is relatively lower when the task difficulty is relatively difficult. For example, the teacher recruitment examination is higher than the teacher qualification examination and the teacher recruitment examination. Then students also have certain psychological pressures in the process of learning, so teachers need to create a relaxed atmosphere in the teaching process, and guide students to adjust their mentality. As a pass-through test, students may have a relaxed attitude. We should appropriately raise the possible problems and difficulties in the test to appropriately improve students' motivation. Thinking from another angle, the same exam is a difficult task for different students. Then we need to guide the individual learning motivation.

For the effectiveness of second language acquisition, teachers can add some “fashion elements”, such as pictures, videos, music, etc., to the class.These must be on the basis of the content of the second course and the characteristics of the subjects. In this way, students can obtain the corresponding cultural background, customs, international status and other information of the purpose and the country through specific materials. They can also make the curriculum contextualized by hot topics, characters, games, etc., so that students can maximize their commitment to learning foreign languages. Go in. You can also use multimedia, network, etc. to improve the utilization of various resources, the interaction between teachers and students, and the continuity of learning activities.

Finally, our teaching activities are infiltrated through the students' motivations. The fusion motivation is a long-lasting motivation. The learners with this motivation have greater success factors in second language acquisition. Therefore, we must take effective measures to stimulate the intrinsic motivation of
students to learn and help students to correct their attitudes. Through training, students can clarify the nature of learning tasks and conduct self-disciplined and selective learning. However, instrumental motives, although sometimes seemingly eager for quick success, but under the current educational mechanism in China, we can still use it flexibly, using

Finally, our teaching activities are infiltrated through the students' motivations. The fusion motivation is a long-lasting motivation. The learners with this motivation have greater success factors in second language acquisition. Therefore, we must take effective measures to stimulate the intrinsic motivation of students to learn and help students to correct their attitudes. Through training, students can clarify the nature of learning tasks and conduct self-disciplined and selective learning. However, instrumental motives, although sometimes seemingly eager for quick success, but under the current educational mechanism in China, we can still use it flexibly, using

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