speaking,进展动机性学习行为两种对策写作策略
更新时间：2024-03-16
点赞:24460
浏览:108562
作者：用户投稿
本站原创
1．Goal-setting
Teachers should assist students to set realistic learning goals personal both for the task-based learning and the life-long learning. This is a vital element in motivation as it is helpful for students to develop internal feelings of control and move towards autonomy. Students he choice over the way of their actions .To make an informed choice students need to be aware of the possible outcomes of what they decide to do. This enables them to set goals for themselves, and then decide to act in certain ways in order to achieve these goals. In the process of making decisions to engage in an activity, setting appropriate goals become an important part of motivated behior. After that, the decision can be carried out and the required effort sustained. In some classes students do not understand why they are involved in an activity. It may be the case that the goal set by the teacher or the curriculum is far from being accepted by the group members. Recent research has shown that students who set their own goals in any learning activity are more likely to achieve those goals than ones that are set by others. (van Workwomen 1990). Thus, it would seem beneficial to help students set achievable goals for themselves. This could be achieved by allowing them to define their own personal criteria for what should be their goal and their group’s goal in short term and in long term. Their goals may be to improve their spoken language level, to be more organized or to increase their self-confidence in public speaking. The specific measures may be as follows.
In the analysis step of the post-task stage students can be encouraged to comment on their own work and evaluate their progress by asking them to submit self-evaluation forms on whether their goals he been met, what progress they he made compared with before, and how they should do later. Failure to attain realistic goals can disappoint and frustrate students. In this situation teachers need to encourage students to focus on their long-termed and continued improvement, not just on any one failure or letdown. This is one hand; on the other hand, teachers should help students set goals which lead students to believe that intelligence or ability is changeable and that failure can be helpful in providing information for future actions. In this sense, efforts are worthwhile. So involving students in setting their own goals is a crucial motivation component for students to learn a language, and these methods are important steps towards self-control and autonomy.
References：
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.
[3]Fredericksen, E. 1999. Playing thought: Increasing literacy through interaction. Journal of Adolescent and Adult Literacy, 43(2), 116-124.
[4]Gardner, R. C. and W. Lambert. 1972. Attitudes and Motivation in Second Language Learning. Rowley, Mass.: Newbury House Publishers.
[5]Gardner, R. C.1985.Social Psychology and Language Learning: the role of attitudes and motivation. London: Edward Arnold.
[6]Gass, S. 1997. Input, Interaction, and the Second Language Learner. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.
Teachers should assist students to set realistic learning goals personal both for the task-based learning and the life-long learning. This is a vital element in motivation as it is helpful for students to develop internal feelings of control and move towards autonomy. Students he choice over the way of their actions .To make an informed choice students need to be aware of the possible outcomes of what they decide to do. This enables them to set goals for themselves, and then decide to act in certain ways in order to achieve these goals. In the process of making decisions to engage in an activity, setting appropriate goals become an important part of motivated behior. After that, the decision can be carried out and the required effort sustained. In some classes students do not understand why they are involved in an activity. It may be the case that the goal set by the teacher or the curriculum is far from being accepted by the group members. Recent research has shown that students who set their own goals in any learning activity are more likely to achieve those goals than ones that are set by others. (van Workwomen 1990). Thus, it would seem beneficial to help students set achievable goals for themselves. This could be achieved by allowing them to define their own personal criteria for what should be their goal and their group’s goal in short term and in long term. Their goals may be to improve their spoken language level, to be more organized or to increase their self-confidence in public speaking. The specific measures may be as follows.
In the analysis step of the post-task stage students can be encouraged to comment on their own work and evaluate their progress by asking them to submit self-evaluation forms on whether their goals he been met, what progress they he made compared with before, and how they should do later. Failure to attain realistic goals can disappoint and frustrate students. In this situation teachers need to encourage students to focus on their long-termed and continued improvement, not just on any one failure or letdown. This is one hand; on the other hand, teachers should help students set goals which lead students to believe that intelligence or ability is changeable and that failure can be helpful in providing information for future actions. In this sense, efforts are worthwhile. So involving students in setting their own goals is a crucial motivation component for students to learn a language, and these methods are important steps towards self-control and autonomy.
2.Decision-making
The task-based learning includes students’ making decisions about how to carry out activities and how to achieve goals. In planning, students he to recognize the possible problems, be aware of the possible strategies to solve them, and monitor their behior to perform the task. A cognitive approach to motivation view making decisions to engage in an activity is an important part of motivated behior. A state of arousal of motivation needs to be maintained to enable students to put into the necessary effort to complete an activity. Failure to turn the initial arousal or curiosity into a decision towards realistic goals of tasks can discourage students. So it is necessary to let students he something to say in choosing task that will be studied, participate in the selection of task activities, and to he them select which topics to explore in greater depth. This could include decision about how to arrange the steps of the task-based learning and what kind of material to choose. In this manner students can learn to take control of and be responsible for their own learning, so that they not only become more effective learners, but also independent ones.References：
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.
[3]Fredericksen, E. 1999. Playing thought: Increasing literacy through interaction. Journal of Adolescent and Adult Literacy, 43(2), 116-124.
[4]Gardner, R. C. and W. Lambert. 1972. Attitudes and Motivation in Second Language Learning. Rowley, Mass.: Newbury House Publishers.
[5]Gardner, R. C.1985.Social Psychology and Language Learning: the role of attitudes and motivation. London: Edward Arnold.
[6]Gass, S. 1997. Input, Interaction, and the Second Language Learner. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.
发表评论
共有3000条评论 快来参与吧~