英语毕业论文The Role of Motivation in Language Learning

英语毕业论文The Role of Motivation in Language Learning 英语毕业论文The Role of Motivation in Language Learning The Role of Motivation in Language Learning 摘 要: 动机是推动外语学习的内在力量，是外语学习的重要因素之一。 众多外语老师都认为动机是影响学生是否能成功学习语言的重要因素，重要的、 合理的语言学习动机可以克服语言学习中的各种不利因素。动机在语言学习中的 作用的研究开始于二十世纪六十年代，它是语言学中的一个重要领域。本文提出 了激发语言学习者学习语言的策略并集中讨论了动机在语言学习中所起的重大 作用。关于动机的概念有各种定义的观点;关于动机如何在学习语言方面发挥作 用的建议也有很多，这些建议都是以各种动机的理论为基础的。动机在语言学习 中的作用日益重要，诸如明确社会语言，达到长期或短期的目标，提高语言学习 者的内在和外在的动力以及应用于团体。还必须指出的是关于这一领域的研究必 须被实践所检验，并且在理论和实践上还有很长的路要走。本文通过对语言学习 动机理论的探讨，提出激发语言学习者学习语言的 途径和策略，旨在 培养语言 学习者的强烈求知欲。 关键词:动机;动机理论;语言学习;语言学习者;动机在语言学习中的作 用 Abstract: Motivation, inner drive to push the study of foreign language learning, it is one of the key factors in the study of foreign language learning. Most language teachers agree that motivation of the students is one of the most important factors influencing their success or failure in language learning, the importance of motivation of study can overcome unfavorable circumstances in other aspects of language learning. The role of motivation in language learning has been studied since in 1960s. It is indeed one of the most important areas of linguistics. This paper suggests strategies of motivating language learners and focuses on the role which motivation can play in language learning. The concept of motivation from different points of view is defined, a number of suggestions on how to motivate language learners are presented and the role of motivation based on various motivational theories are highlighted. With regard to the role of motivation in language learning, it is concluded that motivation plays an increasingly important role in many aspects, such as identifying with the target language society, achieving long-term and short-term goals, improving language learners’ internal and external powers and exerting a group force. It also indicates that there should be more research areas to be examined and a long way is probably required to do in future theoretical and practical study. This paper, by making a study on motivation theories, presents some ways and strategies to stir up the study motivation of language learners. It aims at cultivating the language learners to have a strong thirst for knowledge. Key words: motivation; motivation theories; language learning; language learners; the role of motivation in language learning Contents Abstract„„„„„„„„„„„„„„„„„„„„„„„„„„1 Key words„„„„„„„„„„„„„„„„„„„„„„„„„„2 I. Introduction„„„„„„„„„„„„„„„„„„„„„„„..2 II. Motivation Theories„„„„„„„„„„„„„„„„„„„„3 2.1BehavioristApproach„„„„„„„„„„„..„„„„.„„„.... .3 2.2CognitiveApproach„„„„„„„„„„„„„„„„„„„...4 2.3 Social Constructivist Approach„„„„„„„„„„„„„„......4 III. The Role of Motivation in Language Learning„„„„„„„5 3.1 Gardner’s Motivation Theory„„„„„„„„„„„„„„„„5 Integrative Motivation„„„„„„„„„„„„„„„„„..6 Instrumental Motivation„„„„„„„„„„„„„„„„„7 Integrative vs. Instrumental Motivation„„„„„„„„„.„...7 3.2 The Role of Motivation in Language Learning„„„„„„„„„„...9 The Role of Goal-directed Motivation„„„„„„„„„„„„.9 The Role of Self-determination Motivation Theory„„„„„„..9 The Role of Group Motivation„„„„„„„„„„„„„„..11 IV. The Suggestions and Strategies„„„„„„„„„„„„„„11 V. Conclusion.......................................„„„„„„„„„„„„„„12 References„„„„„„„„„„„„„„„„„„„„„„„„13 I. Introduction It is true that language plays an important role in the modernization of a country, providing a key to human education and development. As Lord 1985 suggests that language work is “a major indicator of appropriateness of technology.” Learning a foreign language has become essential for the social and economic development of many societies. In other words, language learners need to learn its pronunciation, vocabulary and grammar, but also its abundant culture. Some learners can learn foreign language quickly and easily, while others find it difficult to learn. There are many factors influencing language learners’ success or failure in foreign language learning, such as language learners’ motivation, intelligence, aptitude and competence. Among the factors, it has been often said that language learners’ motivation plays a crucial part in language learning Gardner and Lambert 1969; Harmer 1983 . Indeed, many researchers who are interested in this subject area have examined the role of learners’ motivation in learning a foreign language. Gardner 1985 seems to support this idea and points out that motivation in language learning is particular importance. Similarly, Noels 1990 also believe that understanding more about motivation could improve language learners’ competence in learning a foreign language. Why do people learn foreign language? The answer to this question is important, according to Rebecca Oxford 1994 , “motivation is considered by many researchers to be one of the main determining factors in success in developing foreign language. ” Gardner even claims that motivation of the components of motivation and the influence of motivation on learning foreign language seems quite reasonable. This paper aims at presenting the definitions of motivation from different perspectives to discuss the role of various types of motivation based on different motivation theories and to give suggestions on how to motivate language learners in language learning. The theories of motivation will first be presented. The role of motivation in language learning will then be discussed. Lastly, suggestions and strategies on language learners’ motivation will be provided. Motivation is a way of explaining how people are aroused by an event, how they direct their behavior toward the event, and how they sustain that behavior for given length of time Ball 1982 . In other words, motivation deals with why individuals get interests and reaction to that event that get their attention Henson and Eller 1999 . Motivational theories can be categorized in much the same way as approaches to learning: behaviorist approach, cognitive approach and social constructivist approach. Recall that behaviorist approach is concerned with how the consequences of behavior regulated and controlled actions; that cognitive approach is concerned with how we know, think and remember; and that social constructivist approach is an important movement in educational psychology. Its main underlying assumption is that individuals are actively involved right from birth in constructing personal meaning, their personal understanding from their experiences. Accordingly, behavior approach emphasizes external motives, such as those having to do with praise and reward; cognitive approach emphasize the individual’s need to know and understand Lefrancois 1997 ; and the social constructivist approach emphasizes the whole person what an individual brings to the learning activities and the importance of social interaction and influence of context as well. II. Motivation Theories Many theorists and researchers have found that it is important to recognize the construct of motivation not as a single entity but as a multi-factorial one. Oxford and Shearin 1994 analyzed a total of 12 motivational theories or models, including those approaches: behavioris tapproach, cognitive approach and social constructivist approach. 2.1 Behaviorist Approach Behaviorists like Skinner or Waston would stress the role of rewards in motivating behavior. For example: according to Skinner, behaviors are controlled by their consequences. When consequences are rewarding, behaviors are maintained and are increased in strength and perhaps frequency. The rewarding consequences serve to reinforce behaviorists’ account for human behavior though a behaviorist paradigm stresses the importance of rewards and reinforcement. Reinforcement theory is a powerful concept for the classroom. Learners learn foreign language for praises, grades, certificates and so on. Teachers motivated them simply by giving them positive feedback. In reality, it’s not the matter. 2.2 Cognitive Approach Contrary to the behaviorist approach, the cognitive psychologists approach motivation from quite a different perspective. They believe that people have innate ability to motivate themselves. David Ausabel 1968 claimed that motivation stem from basis innate drives, such as exploration, manipulation, activity, stimulation, knowledge, ego enhancement; Hunt 1965 centers on the importance of people deciding for themselves what to think or feel or do. The cognitive psychological viewpoints explain motivation through deeper, unobservable phenomena. In the classroom, when learners have opportunities to make their own choices about what to pursue and what not to pursue, they are fulfilling their needs for autonomy. When learners are forced to do something, their inner will may be right against it and their motivation can diminish, as a result. 2.3 Social Constructivist Approach Still within the cognitive framework, constructivism is an important movement in educational psychology. Its main underlying assumption is that individuals are actively involved right from birth in constructing personal meaning, their personal understanding from their experiences. It emphasizes the whole person what an individual brings to the learning activities and the importance of social interaction and influence of context as well. A constructivist view of motivation centers on the premise that each individual is motivated differently. People will make their own sense of the various external influences and they will act on their internal disposition. Therefore, what motivates one person to learn a foreign language and sustain its effort in doing so until he has achieved satisfied result differs from individual to individual. William, M & Burden, R 1997 As has pointed out at the beginning, though it is one of the most trodden areas in all the factors influencing language learning, motivation is much more complex than it is most people have expected. Although having discussed motivation from different psychological perspectives, we actually have been following a spiral circle, so till far away from the center of the problem: what is motivation? How may it influence the success or failure of foreign language learning? To take a quick step forward, we’d like to present the definition of motivation by William, M & Burden, R 1997: 6 “Motivation may be constructed as a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives to a period of sustained intellectual and/or physical effort order to attain a previously set goals.” This definition involves three stages: the initial stage-whatever the cause, the individual’s interest or enthusiasm is aroused; the decision making stage -the individual consciously decide what action to make; the effort sustaining stage -once the activity has began, the individual needs to persist until the desired goal is achieved. Apparently, motivation is the result of a combination of both internal & external factors. III. The Role of Motivation in Language Learning 3.1 Gardner’s Motivation Theory Gardner’s motivation theory contains three forms, namely: “integrative orientation, integrativeness and integrative motive,” “integrative motive” was introduced by Gardner and Lambert. This concept was based on Mower’s 1950 “identification theory.” According to Mower, children’s first language acquisition is primarily influenced by their parents’ activities. In view of this notion, Gardner and Lambert point out “language is means to an end rather than an end itself.” In other words, they believe that a long-term motivation, namely integrative motivation, is required when learning a target language. Moreover, they put forward another important form of motivation, namely “instrumental motivation”, which is defined as “a desire to gain social recognition or economic advantages through knowledge of a foreign language.” That is, language learners may be motivated by using a target language and its culture as an instrument to satisfy their own social and economic needs. Gardner and Lambert seem to prefer the integrative motive, claiming that language learners who are willing to integrate with the target language group are more likely to master the target language easily and successfully because they show a strong interest in the people and the culture of the target language group and maintain a long-term integrative motivation in the process of learning. Harmer, on the one hand, supports Gardner and Lambert’s idea, classifying integrative motive into a strong form and a weak form. The strong form of integrative motivation refers to language learners who are strongly motivated to integrate them into the target language culture; the weak form of integrative motivation refers to language learners who desire to obtain as much information as possible about the target language culture. Harmer argues that “instrumental motivation” plays the same important role as “integrative motivation” in language learning. Furthermore, Gardner suggests that there is a difference between “integrative orientation” and “integrative motivation”, stating that providing language learners are orientated integrative to study the target language, they know the reasons clearly why they need to become closer to the target language, they not only know the reasons, but also demonstrate a strong motivation to study the target language thanks to their attitude, desire and effort toward the activity involved in language learning. Gardner and Lambert’s early study Gardner and Lambert 1959 illustrates that they maintain the belief that “integrative orientation” plays a particularly important role in language learning. However, others do not endorse this idea, claiming that “instrumental orientation” appears to have the same positive effect on language learning as or better than “integrative orientation” Chihara and Oller 1978 . Kruidenier comment these disagreements, believing that these different finding result in the failure of consideration of the social environment. A new concept, “integrations”, hypothesized by Gardner 1985 reveals whom wish to “identify, at least in part” with the target language society may have a higher motivation than those who do not. However, Dornyei 1990 seems to contend that despite the lack of the target language environment, language learners” “culture and intellectual” attitude toward the target language may be regarded as part of “integrativeness”. For example, in China, although there is no English-speaking environment, learners still have a strong “integrative motivation” in learning English because English is a major school subject based on China’s national curriculum. Dornyei further argues that although Gardner’s notion about motivation makes a great contribution to the study of motivation in language acquisition, it remains difficult to make a clear definition among the terms, as Gardner 2001 concludes “the term is used frequently in the literature, though close inspection will reveal that it has slightly different meaning to many different individuals.” Gardner and Lambert 1972 introduced the notions of instrumental and integrative motivation. Instrumental motivation refers to the learner's desire to learn a language for utilitarian purposes such as employment or travel or exam purposes in the context of language learning. On the other hand, integrative motivation refers to the desire to learn a language to integrate successfully into the target language community. In later research studies, Crookes and Schmidt 1991 , and Gardner and Tremblay 1994 explored four other motivational orientations: a reason for learning, b desire to attain the learning goal, c positive attitude toward the learning situation, and d effortful behavior. Integrative Motivation Motivation has been identified as the learner's orientation with regard to the goal of learning foreign language Crookes and Schmidt 1991 . It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used Falk 1978 . This form of motivation is known as integrative motivation. When someone becomes a resident in a new community that uses the target language in its social interactions, integrative motivation is a key component in assisting the learner to develop some level of proficiency in the language. It becomes a necessity, in order to operate socially in the community and become one of its members. It is also theorized "integrative motivation typically underlies successful acquisition of a wide range of registers and a native like pronunciation" Finegan 1999:568 . In an EFL setting such as Japan it is important to consider the actual meaning of the term "integrative." As Benson 1991 suggests, a more appropriate approach to the concept of integrative motivation in the EFL context would be the idea that it represents the desire of the individual to become bilingual, while at the same time becoming bicultural. This occurs through the addition of another language and culture to the learner's own cultural identity. As Japan is predominantly a monoculture society, opportunities to use the target language in daily verbal exchanges are relatively restricted. There is also limited potential for integrating into the target language community. Instrumental Motivation In contrast to integrative motivation is the form of motivation referred to as instrumental motivation. This is generally characterized by the desire to obtain something practical or concrete from the study of a second language Hudson 2000 . With instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status. Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place, or in some instances is even desired. Integrative vs. Instrumental Motivation Motivation is defined as the learner's orientation with regard to the goal of learning foreign language. Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterized by the learner's positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through learning foreign language achievement, thus referring to a more functional reason for language learning. Both forms of motivation are examined in light of research that has been undertaken to establish the correlation between the form of motivation and successful second language acquisition. Motivation in the learning foreign language context is then discussed and studies that have been conducted in the field investigated. While both integrative and instrumental motivations are essential elements of success, it is integrative motivation that has been found to sustain long-term success when learning a second language Taylor, Meynard and Rheault 1977; Ellis 1997; Crookes et al 1991 . In some of the early research conducted by Gardner and Lambert integrative motivation was viewed as being of more importance in a formal learning environment than instrumental motivation Ellis 1997 . In later studies, integrative motivation has continued to be emphasized, although now the importance of instrumental motivation is also stressed. However, it is important to note that instrumental motivation has only been acknowledged as a significant factor in some research, whereas integrative motivation is continually linked to successful second language acquisition. It has been found that generally students select instrumental reasons more frequently than integrative reasons for the study of language. Those who do support an integrative approach to language study are usually more highly motivated and overall more successful in language learning. One area where instrumental motivation can prove to be successful is in the situation where the learner is provided with no opportunity to use the target language and therefore, no chance to interact with members of the target group. Lukmani 1972 found that an instrumental orientation was more important than an integrative orientation in non-westernized female learners of L2 English in Bombay. The social situation helps to determine both what kind of orientation learners have and what kind is most important for language learning. Braj Kachru 1977, cited in Brown 2000 also points out that in India, where English has become an international language, it is not uncommon for second language learners to be successful with instrumental purposes being the underlying reason for study. Brown 2000 makes the point that both integrative and instrumental motivations are not necessarily mutually exclusive. Learners rarely select one form of motivation when learning a second language, but rather a combination of both orientations. He cites the example of international students residing in the United States, learning English for academic purposes while at the same time wishing to become integrated with the people and culture of the country. Motivation is an important factor in learning language achievement. For this reason it is important to identify both the type and combination of motivation that assists in the successful acquisition of a second language. At the same time it is necessary to view motivation as one of a number of variables in an intricate model of interrelated individual and situational factors that are unique to each language learner. 3.2 The Role of Motivation in Language Learning The Role of Goal-directed Motivation During the study of motivation area in language learning, goals have played central part in a number of researches Belmechi and Hummel 1998 support this theory, claiming that if a language learner has a goal and that goal is attractive enough, the language learner will have a high motivation to overcome any obstacle to reach that foal. He also points out that goals can be divided into two types in terms of “short-term goal” and “long-term goal”. For instance, if a student wishes to obtain a satisfactory job or to become integrated with the target language society, a “long-term goal” is required. On the other hand, it is essential for the student to be trained in a formal school or a language education center in order to reach his/her “long-term goal”. Thus, the student is required to pass a mid-term or end of term examination, which are actually the student’s “short-term” goal. Gardner agrees with this idea, suggesting that the goal is an affecting motivation in language learning. He also indicated that motivation includes four parts: a goal, a behavior with effort, the goal attainment desire and desirable values toward the goal. Therefore, although the goal improves learners’ motivation, it is not a dominant part in language learning. On the contrary, he believes that, the other three parts of motivation determine the individual difference of language learners, playing a crucial role for language learners to achieve the goal. However, it needs to be noted that goal-directed theory is a tremendous advance in motivation study area, as Pintrich and Schunk 2002 conclude, “Currently, it is probably the most active area of research on student motivation in classroom and it has direct implications for students and teachers. The Role of Self-determination Motivation Theory “Self-determination” theory reveals, “humans have inherent propensities to be intrinsically motivated, to assimilate their social and physical words, to integrate external regulation into self-regulation, and in so doing integrate themselves into a larger social whole” Deci and Ryan 1985; Ryan and Deci 2000 . Based on this theory, many researchers categorize motivation into two main types: “intrinsic motivation” and “extrinsic motivation”, Noels, Clement and Pelletier 1999 . According to Deci and Ryan 1985 , “intrinsic motivation generally refers to motivation to engage in an activity because that activity is enjoyable and satisfying to do.” In other words, as these researchers suggest, when language learners are allowed to select a language performance, they might consider selecting an interesting and challenging one. In the process of achieving the language performance, language learners’ competence and abilities may be improved. Renninger 2000 be consistent with this concept, stating that “intrinsic motivation” is concerned with personal interest, which can grow with the enhancement of individual.” However, Shah and Kruglansk 2000 consider “intrinsic motivation” in two ways: “structure and substance”. They believe that “structural intrinsic motivation” takes place when there is only one goal in a language activity, while “substantive intrinsic motivation ” refers to several goals involved in a language performance. It seems that a satisfaction or an enjoyment with an activity, personal interest and a goal or goals are the most important aspects in motivating language learners intrinsically. Current researchers hold different points of views about the concept of extrinsic motivation. According to Sansone and Harackiewicz 2000 , there are two different definitions of extrinsic motivation. One is “when motivation is based on something extrinsic to the activity.” The other is “when motivation is based on something extrinsic person.” Vallerand 1997 further suggest that three forms of extrinsic motivation have been taken into account according to the degree to which the goal for achieving a performance is determined by language learners. From the weakest to strongest degree of self-determination, extrinsic motivation is classified into “external regulation, interjected regulation and identified regulation”. “External regulation” refers to external factors that are used to motivate language learners’ performance in language activities, such as “tangible benefits and costs”. Providing that these factors are taken away, language learners might not continue to perform their language activities. “Interjected regulation” implies that individuals have incorporated external pressures, such as parents’ and teachers’ expectation or personal desire to surpass another person in a language test, into internal force. However, although these external pressures have been internalized, language learners themselves based on personal interest do not choose them freely. Under these circumstances, learning activities are probably difficult to be carried out. “Identified regulation” is the strongest form of extrinsic motivation, suggesting that language learners contribute a great deal to language activities because the choices for doing so are made by themselves. For example, language learners might feel that accuracy of the target language is a significant part of their learning. Therefore, they might persist in doing repeated written work in the interests of achieving this aspect of ability. Sansone and Smith 2000 , on the one hand, endorse the first definition. On the other hand, they standard because language learners have the flexibility of defined the language activity. They might consider something extrinsic to the activity as something extrinsic to the person. However, Hidi 2000 agrees with the second definition, claiming that language learners can obtain extrinsic motivation from the interest that takes place in the activity. Although, there exists disagreements among these conceptions, many language researchers have made a considerable contribution to many aspects of language learning, such as “language use, grammar sensitivity, speaking and reading proficiency, learning strategies and instructional practices”. The Role of Group Motivation Traditionally, the term “motivation” has always been discussed from “individualistic” views Dornyei 2004 . However, currently Dornyei forwards a new concept, “group motivation”, claiming that “group cohesiveness, group norm and group leadership” are effective motivation conditions of a learner community because these three conditions determine “the behavior of the learner group”. “Group cohesiveness” pertains to “the closeness” and “the internal gelling force” of a group. “Group norms” refers to standards or regulations that take place in the classroom that helps to improve learning. For example, if there is a “norm of tolerance” in the classroom, students might not be afraid or embarrassed to make mistakes in learning because they know that they will not be criticized for doing wrong in learning activities. Group leadership suggests that language teachers should adopt a “democratic leadership” pattern in teaching because this pattern provides “the best potential for school learning.” That is language teachers are expected to “share some of the leadership functions” with the students and attempt to make students take decisions concerning with their own roles. He also suggests that after creating a successful motivational atmosphere, three stages need to be practiced by language teachers, namely: “generating initial motivation, maintaining and protecting motivation, encouraging positive retrospective self-evaluation”. Group motivation plays a very important role in language teaching that occurs in the classroom. IV. The Suggestions and Strategies We want to believe that it is our job to teach students to "speak" English. This is also what is expected of us. However, we often fall short of this goal. Most times, the problem lies not in whether we taught the material well, but that we simply expected too much both of ourselves and of our students. After all, we cannot reasonably expect to teach our students the formidable task of learning a language when we see them for only 30 hours over the year. Add to that large classes, lack of student motivation, and inappropriate textbooks, and we can understand why we accomplish so little. Based on the motivation theories discussed above, four strategies of cresting language learners’ motivation are recommended. Firstly, try to improve language learners’ intrinsic, integrative and instrumental attitudes toward language learning. Secondly, make language learners feel they have possibilities to achieve their aims. Thirdly, raise language learners’ goal awareness and try to make them understand and accept what goals they need to attain. Lastly, help language learners possess feasible goals. Some researchers also believe that “self-motivating strategies” are of prime importance for language learners Corno 1993; Corno and Kanfer 1993; Kuhl 1987 . Dornyei classifies self-motivating strategies into five major categorizations. First, he points out that language learners need to control their own performance in the process of achieving their goal, e. g bearing desirable compliments in mind or anticipating unexpected results in advance. Second, he claims that language learners need to monitor and control their focus on language activities and reduce “unnecessary distractions”. Third, language learners should learn to satiate and adjust their “boredom” and “interest” to language activities. Fourth, it is necessary for language learners to control their emotions by self-encouragement. Last but not the least, language learners can employ surrounding favorable effects and take away unfavorable effects to pursue their goals. V. Conclusion The conception of motivation has been demonstrated in this paper and it indicates that motivation is not only an influential aspect of education, but also an essential part of language learning. It supports the important role of motivation in learning foreign language and has briefly examined the key theories of motivation in language learning. These contain various motivational theories, such as integrativeness, goal-directed motivation theory, and self-determination and group motivation. These theories have revealed the varying roles that motivation plays in the process of language learning. These can be summarized as role of integrativeness, emphasizing those language learners can learn a foreign language quickly and successfully by integrating themselves into the target language society, role of goal achievement, role of internal and external force and role of dynamic group. In addition, strategies for achieving motivation have been suggested. However, it should be noted that individual’s needs to use these strategies based on different personal situations. It can be concluded that motivation plays an increasing role in language learning. Although there are some limitations in making the motivational terms, which occurred in some research area more clear, for example the different between integrative orientation and integrative motive in Gardner’s motivation theory, many language researchers, such as Gardner, Dornyei, have provided a solid foundation for future theoretical and practical research. References 1. Guo Limin and Zhai Shijun, 2000. Motivation-theories and beyond . Journal of Capital Normal University [J]87, 90, 92. 2. Joan Rubin and Irene Thompson, 2004. How to Be a More Successful Language Learner[C]. Foreign Language Teaching and Research Press. 12-21. 3. Li Hongyu, 2004. The role of motivation in language learning. Foreign Language Teaching& Researching in Basic Education[J] .25-28. 4. 林立 董启明 《英语教学与研究》, 科学出版社. 2004 582-584. 5. 邹长虹 学习动机是外语学习成功的关键,《广西师范大学学报. 2002, (2): 170-172. The Role of Motivation in Language Learning 第 1 页 共 13 页