试论二语习得中的学习动机

试论二语习得中的学习动机
Try to talk about learning motivation in second language acquisition
【摘要】学习动机是影响二语习得过程的一个重要因素。

积极的动机可使学习者最大限度的发挥其潜能和天赋。

同时，学习者在二语习得上所取得的效果有助于维持和强化现有的学习动机,使学习更有成效,从而形成外语学习上的良性循环。

本文分析了二语习得中学习动机的类别，并提出了激发学生学习动机的方法，希望能对第二语言的教育教学工作起到抛砖引玉的作用。

【abstract 】learning motivation is an important factor in the process of second language acquisition. Positive motivation can make learners to maximize its potential and talent. At the same time, the effect learners have on the second language acquisition helps to maintain and strengthen the existing learning motivation, and make learning more effective, so as to form the virtuous circle on the foreign language learning. This paper analyzes the category
of learning motivation in second language acquisition, and puts forward a method to inspire students' learning motivation, hope to make some contributions to second language teaching.
【关键词】二语习得；学习动机理论；英语教学
【key words 】second language acquisition; theory of Learning motivation; the English teaching
一、引言
One, the introduction
学习动机是第二语言习得中的一个重要研究课题，是第二语言习得成败的一个关键因素。

乔姆斯基曾说过：“儿童一出生就有一种独特的具体的能力，使他们能够学习语言，这一能力体现在语言习得机制中”。

在语言习得机制的帮助下．儿童主要通过反复模仿和练习，从而获得学习第一语言能力。

第二语言习得的过程远比第一语言习得困难和复杂。

学习者往往会受到诸多情感因素的影响，这些因素大致可以分为两类：第一类是学习者的个别因素，如：焦虑、性格、学习动机、社会环境、学习态度等；第二类是学习者与教师之间的情感因素等。

学习动机是诸多个别因素中最具能动性的，学习动机的激发与培养是直接导致第二语言习得成败的关键所在。

谈起学习动机问题，Gardner有一句话常被引用：只要有学习动机，谁都能学会一门语言。

他认为在影响第二语言学习的诸多因素中，学习动机是仅次于语言学习技能的最强有力的因素。

学习动机越强，二语习得的越快，学习效果也最好。

Learning motivation is an important research topic in the study of second language acquisition, and is a key factor to the success of the second language acquisition. Chomsky once said: "the child was born with a unique specific ability which enables him to learn the language, and the ability was reflected in the language acquisition mechanism". With the help of the language acquisition mechanism, children can gain the ability of learning the first language mainly by means of imitation and practice repeatedly. The process of second language acquisition is more difficult and complicated than the first language acquisition. Learners tend to be influenced by many affective factors, these factors can be roughly divided into two categories: the first is the learner's individual factors, such as: anxiety, personality, learning motivation, and social environment, learning attitude, etc.; the second category is emotional factors between learners and teachers. Learning
motivation is the most initiative in many individual factors, to arouse and cultivate students' learning motivation is directly responsible for the success or failure of the second language acquisition. Talking about learning motivation problem, Gardner often cited: as long as there is learning motivation, anyone can learn a language. He believes in the many factors that affect the second language learning, learning motivation is the most powerful factors after language learning skills. The stronger is the learning motivation, the faster is the second language acquisition, and learning effect is the best.
二、第二语言习得中的动机理论
Second, the theories of learning motivation in the second language acquisition
(一)动机的定义
The definition of (a) motivation
动机是激励人去行动的内部动因和力量, 它是个体发动和维持行动的一种心理状态。

一个人的动机总是同他满足自己需要密切相关的。

美国教育心理学家Ausubel曾用六种需要来说明动机的产生和构成。

它们是: 探索的需要, 即“看看山那边”的需要; 控制的需要, 即作用于外界并对其产生改变的需要; 活动的需要, 包括身心两方面的活动; 刺激的需要, 即受到环境、他人、想法、感情刺激的需要; 求知的需要,即将在探索、控制、活动和刺激的需要满足过程中所获得的经验内化构成系统知识体系的需要; 自我强化的需要, 即成名并为他人接受的需求。

人本主义心理学家马斯洛从人的需要的渐进层次理论来解释动机的构成与成因。

当然,在上述学者对此论述外,还有其他的学者对二语习得中的动机因素的定义、构成和动机的培养和保持作了大量的研究, 并有不同的看法。

Motivation is the internal motive and power to inspire people to act, it is a state of mind for individual to launch and maintain his action. A person's motivation is always closely related with himself to meet his needs. American educational psychologist Ausubel used six needs to illustrate the generation and composition of motivation. They are the needs of exploration, namely see another side of that hill's needs; The needs of the control, namely the need of acting in the outside world and giving rise to change; the needs of activities, including both physical and mental activities; The needs of the stimulus, which is influenced by the environment, other people, ideas, feelings; The needs of the knowledge, which is the need of internalizing and constituting the experience obtained in the process of exploring, control, activities, meeting the need of stimulus into the knowledge system; The need of self-reinforcing, namely the need to become famous and for others to accept. Humanistic psychologist Maslow’s basing on the gradual hierarchy theory of people's needs to explain the composition and causes of the motivation. Of course, besides discussions of the above scholars, other scholars made a lot of research about the definition and composition of motivation factors in second language acquisition, at the same time, studied the cultivation and preservation of learning motivation, and holding different opinions .
(二)动机的划分
(2) The division of motivation
从20世纪60年代后期开始，动机专家Gardner和Lambert对学习法语的加拿大学生进行了长达2O年之久的调查和研究，最后从社会心理学角度把学习动机分为两种：“融人型动机”和“工具型动机”
Since the late 1960 s, motivation experts Gardner and Lambert spent 20 years on investigating and Studying Canadian students who learned French, perspective of social psychology of the learning motivation is divided into two kinds: integrative motivation and instrumental motivation.
俗习惯的兴趣而产生的学习该国语言的动机。

例如,由于英国的文化兴趣浓厚,渴望了解英国的历史文化及社会知识,于是便会促使其抱着积极的心态去努力学习英语。

相反,如果态度消极,学习被动,即使付出的努力再多,也达不到应有的效果。

Type into the learning motivation is to point to some language learners for the culture and customs of a country's interest and motivation to learn the language. Because Britain's cultural interest, for example, eager to learn the history of the British culture and knowledge society, so he will prompt it to hold positive attitude to study English hard. On the contrary, if negative, passive learning, even if again much effort, also can not reach due effect.
工具型动机是学习者对外语本身并无兴趣或没有与讲外语的人进行交际的条件,学习外语只是作为达到其他目的的手段或工具, 如通过考试获得某一职位以此改善自己的社会地位或资格，或为了获取目的语国家的新信息如阅读科技文献等,这样的动机称为工具性动机。

在闭塞的条件下,工具性动机会显示出较大的作用。

因为,在此环境下,它是人们学习外语的唯一动力。

如果没有它,人们对外语学习的努力就会终止,这是工具性动机不利的一面。

Instrumental motivation is learners of a foreign language itself is not interested or no communication with people speaking a foreign language, learning a foreign language only as a means to an other purposes or tools, such as through the examination to obtain a position so as to improve their social status or qualifications, or in order to get the new information of the target language countries, such as reading literature of science and technology, etc., this motivation is called instrumental motivation. Under the condition of occlusion, instrumental motivation will show a larger role. Because, in this environment, it is the only motivation of people learn a foreign language. Without it, people in foreign language learning efforts will be terminated, this is the downside instrumental motivation.
(三)与动机相关的主要因素
(3) the main factors related to motivation
学习动机对第二语言习得的影响是不言而喻的，但很难确切地说哪一种学习动机对二语习得的影响最大。

而且学习动机又是受到哪些因素的影响继而促进第二语言习得的呢?笔者认为，与学习动机相关的主要因素有：
Learning motivation influence on second language acquisition is self-evident, but it is hard to say exactly what kind of learning motivation influence on second language acquisition is the largest. And learning motivation is influenced by what factors, in turn, promote second language acquisition? The author believes that main factors related to learning motivation are:
1．动机的强度。

Gardner认为动机包括目的、学习的努力程度、达到学习目的的欲望以及学习态度四个方面。

但是，有了动机并不意味着一定能达到学习目的。

只有具备了动机强度，才会出现学习者为达到目的所付出不同程度的努力，并产生第二语言习得效果上的个体差异。

他们努力程度的差异表现在他们在第二语言习得上所花费的时间，一般来说，动机愈强烈，时间花得愈多。

因此，在一定程度上讲．动机强度可以预测第二语言习得的成功。

1. The strength of the motivation. Gardner believe motivation including objective, learning effort, achieve the goal of learning desire and four aspects: learning attitude. There is, however, does not mean that the motive must be able to achieve learning goals. Only have the motivation intensity, learners to achieve the purpose, different levels of effort and second language acquisition effect on individual differences. They are trying to differences in level of performance in the time spent on second language acquisition, in general, the stronger motivation, the more time. Therefore, to a certain extent. Motivation intensity can predict the success of second language acquisition.
2．学习成就。

学习成就既是语言习得的结果，也是语言习得的动力。

因为动机产生于需要，如果学习者没有渴望成功的需要，那么他也不具备语言习得成功的条件。

动机与学习成就之间构成因果关系。

因此，也可以说，学习动机在大多数情况下依赖学习过程中的满足感与成功。

2. Learning achievements. Learning achieve ment is the result of language acquisition and language acquisition. Because motivation in need, if the needs of the learners have no desire for success, so he does not have the conditions of success in language acquisition. A causal relationship between motivation and learning achievement. So, also can say that learning motivation, in most cases, dependent on the satisfaction and success in the process of learning.
3．学习者的几种不同需要。

(1)探索外部世界的需要。

学习第二语言有助于学习者了解目的语国家的政治、经济、文化和社会生活情况。

从而满足他们探索外部世界的需要。

(2)渴望学习知识的需要。

第二语言本身是一种知识系统，学习第二语言可以丰富学习者的语言知识，满足他们渴求知识的欲望。

(3)提高自我能力的需要。

学习第二语言有助于学习者扩大自己的交际圈。

提高自己的社
3. The learners' different needs. (1) to explore the needs of the outside world. Learning a second language learners can learn the target language of the country's political, economic, cultural and social life. To meet the needs of the they explore the outside world. (2) eager to learn the need of knowledge. Second language system itself is a kind of knowledge, learning a second language can enrich learners' language knowledge, satisfy their thirst for knowledge desire. (3) improve the ability of self needs. Learning a second language learners can expand your circle of friends. Improve their club
会地位，实现自身价值，从而全方位的提高学习者的自我能力。

(4) 通过各种考试的需要。

在当前中国第二语言学习环境下，许多学习者有一个非常实际的需要，那就是通过各种各样的考试，获取多种证书来满足各种不同类型的需要。

如大学生通过四、六级考试获得学士、硕士学位，通过托福或雅思考试出国留学以及英语专业学生通过专业八级考试来获得找到一份高薪工作的机会等。

Status, realize their own value, thus we improve learners' ability of self. (4) through a variety of test needs. In the current China's second language learning environment, many learners have a very real need, that is through various tests, to
obtain a variety of certificate to meet the needs of various types. Four, six leve ls of tests such as college students receive a bachelor's, master's degree, through the toefl or ielts studying abroad and English major students through tem 8 exam to get a high-paying job opportunities and so on.
4．社会文化因素。

社会文化因素对动机的影响也是不可低估的，社会对于第二语言的需求、对该语言的舆论导向以及为语言所创造的学习条件。

都可以共同作用于学习动机。

Gardner和Lambert在菲律宾和北美洲对学习动机调查研究结果的不同就充分证明了这一点。

在加拿大。

接受测试的学生是在双语制的环境下学习法语的，法语对他们来说是第二语言而不是外语，学习者有很多的机会接触法语，学习者的动机更为强烈，学习效果也就更好。

因此，融人型学习者比工具型学习者的法语学得更好。

在菲律宾，英语是作为外语而非第二语言来学习。

学习者只能在课堂上学习英语，缺少接触交际语言的机会。

生活在单一语言和单一文化环境中，学习者难以融人目的语文化社团之中，所以．工具型学习者的学习效果更好。

4. Social and cultural factors. Social and cultural influences on motivation is also cannot be underestimated, social demand for the second language, the language of the public opinion direction and conditions for language learning. Can be combination of learning motivation. Gardner and Lambert in the Philippines and North America are different with the result of learning motivation research is fully proves this point. In Canada. Acceptance testing of the students are in a bilingual environment study French, French is the second language for them rather than a foreign language, learners have a lot of opportunities to contact the French, learners' motivation is more intense, study effect is better also. Therefore, the melt of learners French learners learn better than tools. In the Philippines, English as a foreign language rather than to learn a second language. Learners can learn English in class, lack of opportunities to contact communication language. Living in a single language and a single culture environment, learners are difficult to melt of the target language culture community, so. Tool learners learning effect is better.
三、学习动机对第二语言习得的影响
Three, the influence of learning motivation in second language acquisition
学习动机在学习者第二语言习得中的无可取代的作用使人们不得不开始关注它对第二语言习得的成功与
否的重要影响。

语言学家Jakobovits曾根据一些心理语言学家在英国大学生中所作的调查研究总结出影响学习者外语学习的几个主要因素，以及这些因素所占的比重。

其中，动机在影响外语学习的所有主要因素所占的比例是33％。

Learning motivation in the irreplaceable role of learners' second language acquisition to make people have to begin to pay close attention to it for the success of second language acquisition. Linguists Jakobovits had according to some psychological linguists in the UK university students made in the investigation and study concluded that the major factors that affect learners' foreign language learning, and the proportion of these factors. Among them, the motivation in all the major factors affecting foreign language learning the proportion is 33%.
虽然这个比例不一定正确，但它说明了学习动机的重要性，一个学习者的学习积极性不高，教师和教材再好，也难以凑效。

2O世纪5O年代初，R．Politzer在美国耶鲁大学对学生学习外语的兴趣作过调查，1978年文理科学生理事会又对斯坦福大学的学生作了相同的调查，其结果使外语教师相当沮丧。

以1978年的调查为例，在818名学生中，74％的人不赞成把外语列为必修课；82％的人怀疑外语学习对他们所学的学
科是否有用；44％的人竟认为外语学习对他们的学习有害；86％的人认为要他们在外语学习上花那么多的时间是不公平的；54％的人主张外语课应以讲授语法和训练阅读能力为目的；41％的人则主张应以听说能力为目的：只有25％的人自愿地去阅读他所学的语言的资料。

当然，兴趣不一定直接影响学习效果，而且有调查表明，有些对外语兴趣不高，但能和教师合作，积极参加教学活动的学生仍能学得较好。

但是，这些调查还是说明了美国的一般大学生对外语学习的态度，足以引起人们的注意。

一般说来，造成外语学习兴趣低落的原因是多方面的：(1) 对外语不感兴趣, 或其他课程的学习负担很重,难以兼顾(2)对外语学习感到特别困难，或者是学习外语的才能特别低，因而丧失信心；(3)教师教授不得法，或者是外语教学条件特别差；(4) 对所学语言所在的国家有民族抵触情绪(5)认为外语与自己的专业或工作没有多大的关系。

从上述原因来分析．外语的学习动机是可以提高的，因为兴趣可以培养，条件可以改善，认识也可以改变。

从某种意义来说，个人的学习动机是社会文化因素作用的结果；因此，对外语的社会需要和社会舆论、为外语学习而创造的社会条件都可以提高外语的学习动机。

Although this ratio is not necessarily correct, but it illustrates the importance of learning motivation, a learner's study enthusiasm is not high, good teachers and teaching materials, and also work hard. 2 o century 5 o s, R.P olitzer at Yale university in the United States to the students' interest in learning a foreign language through survey, in 1978 the admitted student council and made the same investigation to students at Stanford university, the result that foreign language teachers is quite depressed. In a 1978 survey, for example, in 818 students, 74% of people don't approve of the foreign language as a compulsory course; 82% of people doubt whether useful to what they are taught to learn foreign language discipline; 44% of people think that learning foreign language is harmful to their study; 86% of people think that they spend so much time on foreign language learning is not fair, 54% of people claims that foreign language training should be to teach grammar and reading ability for the purpose; 41% claim shall for the purpose of listening and speaking skills: only 25% of people voluntarily to read his knowledge of language information. Of course, the interest is not necessarily directly affect the study effect, and research has indicated that some interest in a foreign language is not high, but it can cooperate with teachers, take an active part in the teaching activities of students can learn better. However, these investigations or illustrates the general college students' attitude towards foreign language learning in the United States, enough to arouse people's attention. Generally speaking, there are a variety of causes of foreign language learning interest is low: (1) are not interested in foreign languages, or other courses of study burden is heavy, it is difficult to balance (2) feel particularly difficult for foreign language learning, or learning a foreign language can be particularly low, thereby losing confidence; (3) teacher professor may not be, or not especially condition of foreign language teaching; (4) to where the target language countries have national resistance (5) think foreign languages a little to do with their own professional or work. From the above to analyze the reasons. Foreign language learning motivation can be improved, because interest can be cultivated, conditions can be improved, can also change. In a sense, the individual's learning motivation is the result of the social and cultural factors; Therefore, the language of social need and social public opinion, to create the social conditions for foreign language learning and can improve the foreign language learning motivation.
另外，学习动机的强度对第二语言习得成就也有影响。

动机源于需要，但是有了动机不等于一定会达到目的。

因为这要看动机的强度如何。

有了动机的强度，才可能会出现学习者为达到目的所付出不同程度的努力，并出现学习者第二语言习得效果上的差异。

即使学习者具有同样学语言的目的，并且具有达到学习目的的欲望及学习态度，然而他们努力的程度还是有差异的。

北京外国语大学教授文秋芳说：“动机是推动学习的内在力量，而努力程度是动机转化成行为的具体表现”。

对于第二语言习得学习者而言，他们的差异表现在他们花在第二语言习得上的时间的多少。

那么，究竟是什么因素造成了学习者努力程度的不同呢?笔者认为是动机强度的差异。

从逻辑上讲，第二语言习得学习动力越大的人，在第二语言习得学习上花的时间越多。

当然，也并不排除在实际学习过程中，学习者的个人因素也对第二语言习得成果有很大的影响，但仅仅就动机强度与第二语言习得成果之间的关系而言，动机强度的确可以预测第二语言习得的成功。

学习者怎样才可以有较高的动机强度呢? 较高的动机强度主要来自兴趣。

Deci和Ryan的自我抉择理论中区分内、外在动机最重要的因素是兴趣。

在他们看来．学习第二语言习得的内在兴趣会促进学习者具有长期学习语言的动机。

Keller认为兴趣是激起动机强度的一个有效手段，虽然有的学习者可以因为一次考试的来临或者为了获得奖励等原因而激起强烈的学习动机，但是这种强烈的动机会因考试结束或奖励的取消而消退。

In addition, the strength of the learning motivation also has effect on the success of second language acquisition. Motivation comes from the need, but have the motivation is not equal to will achieve a goal. Because it depends on the strength of the motivation. Have the strength of motivation, just may appear learners' different levels of effort to achieve a goal, and the differences of learners' second language acquisition effect. Even if the learners have the same purpose of language learning, and has the desire to achieve learning and learning attitude, but their level of effort or there are differences. Beijing foreign studies university, professor g. said: \"motivation is the inner strength to promote learning, and the degree of effort is the manifestation of\" motivation into behavior. For the learners' second language acquisition, the performance of their differences in their time spent on second language acquisition. So, what factors caused the different learners effort? The author considered the differences of the intensity of motivation. Logically, the greater the motivation of learning a second language acquisition, in the more time spent on learning the second language acquisition. There are, of course, does not rule out in the actual process of learning, learners' personal factors also has great effect on results of the second language acquisition, but only motivation intensity and the relationship between the results of the second language acquisition, motivation intensity can predict the success of second language acquisition. How do learners have higher motivation strength? High motivation strength mainly comes from interest. Deci and Ryan's self choice theory is the central part and extrinsic motivation is the most important factor is interest. In their opinion. Intrinsic interest in learning the second language acquisition can encourage learners have long-term motivation of language learning. Keller believe that interest is aroused motivation intensity is an effective means, although some learners may because of the coming of a test or rewarded in order to wait for a reason and has strong learning motivation, but this kind of strong motivation will fade due to the cancellation of the conclusion of the test or rewards.
产生什么样的动机以及这种动机对第二语言习得成就所起的重要作用还与学习者所处的特定的社会文化
环境决定的动机类型有关。

Gardner和Lambert在加拿大调查了讲英语的学习者的学习动机。

他们的调
查结果表明，持融入型动机的学习者往往比持工具型动机的学习者更易成功地习得第二语言，即融入型动机对语言学习有更大的促进作用。

之后，他们又在菲律宾调查英语学习者的动机，然
Produce what kind of motivation, and this kind of achievement motivation on second language acquisition and the important role that learners are the motivation of specific social and cultural environment decided to type. Gardner and Lambert in Canada on a survey of English speaking learners' learning motivation. Their survey results show that the type into the motivation of learners often than the instrumental motivation of learners are more likely to successfully acquire a second language, that is, a motivation for language learning into a greater role in promoting. Later, they were investigating the motive for the English learners in the Philippines, however
而。

在这里得到的结果与在北美洲的调查结果相反，工具型的学习者的英语学得更好。

此外。

还有一些调查也得到了不同的结果。

为什么会出现相反的结论呢?我们认为这与接受测试的人所处的环境有关。

不同的社会环境影响学习者二语习得的学习动机。

以Gardner在加拿大的调查为例，接受测试的学生是在双语制的环境下学习法语的，法语对他们来说是第二语言，而不是外语。

在第二语言的学习环境下，学习者有更多的机会接触第二语言，并用它来进行交际，因此，学习者的学习目的更加明确，动机也更为强烈，可以产生出更好的学习效果，在听说方面更是如此。

And. Here the result in contrast to the results of the survey in North America, tool type of learners learn English better. In addition. There are some survey also got different results. Why the opposite conclusion? We think it related to accept test environment. Different social environment affect the learning motivation of learners' second language acquisition. Gardner in Canada, for example, of the students are tested under the environment of bilingual study French, French is the second language for them, rather than a foreign language. In second language learning environment, the second language learners have more opportunity to contact, and use it to communicate, therefore, the purpose of learning is more clear, motivation and more intense, can produce a better learning effect, especially in listening and speaking.
四、学习动机理论对大学英语教学的启示
Four, learning motivation theory to college English teaching enlightenment
既然学习动机对于二语习得的成效起着如此重要的作用，那么在日常的大学英语教学过程中就应该充分认识到学习动机对于大学英语教学的重要作用，并在平常的教学工作中努力激发和培养学生的英语学习动机。

Since learning motivation in second language acquisition effect plays such an important role, so in daily college English teaching process should fully recognize the learning motivation for the important role of college English teaching, and in the usual teaching to inspire and cultivate the students' English learning motivation.
(一)现阶段我国大学生学英语的总体环境
(a) overall environment of the present stage our country college students to learn English
随着中国对外经济的发展和对外联系的增多，国家对人才的英语能力提出了更高要求，英语成为各种入学、资格考试的必考科目，英语交流能力是否达到一定水平也成了用人单位考虑的重要指标之一。

为了寻求更好的教育和工作机会，尽管对英语有一定的畏难情绪，但绝大多数学生都把英语学习当成学习中的重中之重。

我国现行的考试制度也决定了大多数学生学习外语就是为了通过各种考试，达到毕业升学的目的。

另外，大学英语四、六级考试在高校的普及，出国水平考试等外语类考试的引入，出国热、留学热的升温与形成，都把第二语言的学习推向高潮。

With the development of China's foreign economic and foreign contact more, national English ability put forward higher requirements for talents, English study subjects of admission, qualification examination, reach a certain level of English communication ability is also become one of the important indicators of unit of choose and employ persons to consider. In order to seek a better education and job opportunities, although there is a certain of difficulties in English, but most of the students to learn English as a part of study. Our current examination system also decides the most students to learn a foreign language is to pass exams, achieve the goal of graduate studies. In addition, the university English four, six levels of tests in the popularity of colleges and universities, the introduction of abroad level examination such as foreign language class, to go abroad, study abroad hot temperature and formation, is the second language learning to a climax.
从某种意义上来讲人的学习动力是社会文化因素作用的结果。

因此语的需求以及对外语的舆论倾向、为外语学习创造的社会条件等都可以影响学习者学习外语的动力。

从我国目前的大学英语教学情况看，英语的学习动机问题主要出现在学生对学习英语缺乏正确认识或对英语学习的目的的茫然。

这不仅与我国普
In a sense the person's motivation is the result of social and cultural factors. So the language and the demands of the foreign language of public opinion and create the social conditions for the foreign language learning can influence learners' motivation of learning a foreign language. Looked from the present situation of college English teaching, English learning motivation problem mainly occur in the lack of correct understanding of learning English on the students or at a loss for the purpose of learning English. This not only with our country
通教育阶段过分重视应试教育而使学生缺乏对英语语言学习的兴趣有关，也与我国目前的教育体制的弊端有一定联系。

Pays too much attention to general education stage exam-oriented education and make the students lack of interest in the English language learning, as well as the disadvantages of the current education system in our country have certain contact.
(二)激发与培养学习动机的手段与措施
(2) the means and measures of learning motivation to arouse and cultivate students
1．明确学习目标，确定学习内容
1. Clear learning objectives, learning content is determined
教师在授课之前应让学生明确学习目标，组织学生学习教学大纲，使学生了解课程内容，分解大纲规定的总目标，使之具体化、层次化和数量化。

再分阶段、分层次地向学生展示这些教学目标，让学生在学习过程中始终明白单位时间内应该完成的学习任务。

将长远目标落实到每学年、每学期、每周乃至每一天．这样一来长远目标就变成切实可行的近期目标。

在确立学习目标、制定学习计划时，不能好高骛远，以免自。