课题,论进展学习动机情景因素写作

Abstract: The external factors such as the learning environment, the feedback from teachers will he a profound impact on person’s initial level of motivation and also their persistence in seeking to achieve selected goals. So it is essential to take into account those external variables for maintaining and developing the learning motivation in the task-based learning.
Key words: Situational Factors；Learning Motivation；Teachers
While trying to identify exactly how teachers should act in the task-based learning to motivate students, the internal factors he been stated. It should be emphasized that these factors are subject to the influences of the external factors. During the activities they he learned how to communicate with each other, which they could not learn from books. Here is some evidence from the interview and the Classroom Observations to indicate that students' learning motivation has been greatly developed in appropriate situation.It is very essential for teachers to stimulate positive emotions in the task-based learning approach. Teachers can do the following:
First, teachers should oid creating intense competition among students. As well as being individuals, students need to feel that they belong to a team or a classroom community. The sense of community is such a powerful impetus that everyone will enjoy making a contribution and no one is willing to be left out. Competition produces anxiety, which can interfere with their cooperation in the learning task. In the while-task stage teachers should convey a supportive emotion to students such as making eye contacts and nodding to them. In this cycle teachers don’t need to correct their mistakes. In the post-task stage every team should be praised for some reasons. Such a supportive learning context stirs up students’ desire to learn that they can express themselves freely and sufficiently. Bligh (1971) stated that students are more attentive, display better comprehension, produce more work, and are more forable to the teaching method when they work cooperatively in groups rather than compete as individuals.
Second, teachers must vary teaching methods regularly. Teachers should often adjust varieties of activity materials, topics, team forms and the time limit. This is one hand; on the other hand, teachers must break the routine by incorporating a variety of activities into the learning task such as role playing, debates, brainstorming, discussions, interview demonstrations, casestudies or audiovisual presentations.
Third, teachers shouldn’t ask threatening questions when students report or analyze their task. Students need to get more encouragement for their efforts. Teachers should present general questions that do not create tension or feelings of resistance. For example, “Can you tell me one or two things of what you he done the last month?”“What part of the story surprised you?” “What topics in the chapter are relevant to your own experience?”
Using these methods the classroom can be organized and managed to be a less stresul learning environment.
References:
Crookes, G. and S. M. Gass. 1993. Tasks in a Pedagogical Context. Clevedon, UK: Multilinggual Matters.
Donato, R. and D. McCormick.1994.A sociocultural perspective on language learning strategies: the role of mediation. The Modern Language Journal,78(4),453-64.
Donyei, Z. 1994. Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-84.
Feuerstein, R., Y. Rand, M. Hoffman and R. Miller. 1980. Instrumental Enrichment. Glenview, Illinois: Scott Forean.
Forsyth, D. R., and McMillan, J. H. 1991. “Practical Proposals for Motivating Students.” In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice. San Francisco: Jossey-Bass.
基金项目：2011年度河南省“十二五”规划调研课题；课题编号：2011-JKGHAD-0566
课题名称：多媒体教学资源与外语学习者智能建构整合探讨