论文部分内容阅读
【Abstract】This paper selects one of classifications of motivation in foreign language learning，that is，instrumental and integrative motivation.By analyzing such a distinction，it hopes to direct foreign language teaching in China.
【Key words】instrumental motivation； integrative motivation； second language learning； second language teaching； teachers； learners
1.Instrumental Motivation and Integrative Motivation
Motivation is commly thought of as an inner drive，impulse，emotion，or desire that moves one to a particular action（Brown，1987：114）.It seems to be the case that if we perceive a goal（that is something we wish to achieve） and if that goal is sufficiently attractive，we will be strongly motivated to do whatever is necessary to reach that goal.However，there is some slight difference between goal and motivation.Goal is the certain result which one wants to reach，while the motivation is a kind of factor to explain why one wants to reach that goal.（王旭东：1）
As suggested by Gardner and Lambert，a student is said to be instrumentally motivated ‘ if the purposes of language study reflect the more utilitarian value of linguistic achievement，such as getting ahead in one’s occupation’ and he is said to be integratively motivated ‘if he wishes to learn more about the other cultural community because he is interested in it in an open-minded way，to the point of eventually being accepted as a member of that other group ’（Gardner and Lambert，1972：3）.That is to say，instrumental motivation refers to motivation to acquire a language as means for attaining instrumental goals：furthering a career，reading technical material，travel，translation，and so forth（Brown，1987：114-117）.While，integrative motivation refers to the desire to learn a language to integrate successfully into the target language community.
2.Different Requirements Of The Two Types In Classroom Of China
As we have talked about，the two types，instrumental motivation and integrative motivation，are different in their goals.In China today the main motivation for learning the majority of foreign language is clearly instrumental.Learners hope to benefit personally，in terms of their later career in China，from their knowledge of the foreign language.But the motivation for learning some languages，especially American English，may also have an integrative aspect for some Chinese learners，who identify very strongly within an often idealized picture of the foreign language culture（马丁·韦德尔，1998：200-202）.I group foreign language learning in China into three categories.One is more instrumental； the other is more integrative； the third is a mixture of both. The first is more instrumental.Learners，here，may make efforts to learn a foreign language for some functional reason-to pass an examination，to get a better job，or to get a place at university.For example，in settings where learners are motivated to learn a foreign language because in opens up educational and economic opportunities for them（Rod Ellis，2000：75-76）.In Dalian，LiaoNing Province of China，a school，named Dalian International Maple School，has been founded to meet such a need.In that school，all subjects，such as Chinese，geometry，algebra，physics，chemistry，are taught in English.Because all these students will directly go abroad for further education after graduation from this senior high school.Students with such an instrumental motivation are eager to enjoy a situation like the real one in China.All is input and output in English whenever in class or after class.
The second group is more integrative.These learners may choose to learn a particular foreign language because they are interested in the people and culture represented by the target language group.So，in class，those learners wish to learn more the target language culture，history，customs，people，etc.They pay less attention to the grammar of the language.And they learn words through the target language culture，not through memorizing mechanically.All these is done in order that learners will be accepted as one member and then finally join in it.
The last one is a mixture of both.Here，by this classification，I mean that one classroom as a whole cannot be said more instrumental or more integrative.In fact，it consists of the two types，some more instrumental while others more integrative.For example，I have ever taken part in one French class of the fourth grade in a certain University，where students are English major.During their last year before graduation，some students are busy with preparing for the graduate admission examination； others are with applying for a job.So，they have different requirements in the foreign language class.The former wants the teacher to explain more grammar，rules，usage of words which are basic skills to cope with examination.However，the latter wishes to learn more culture about France.The contradiction arises.The efficient way to solve the problem for the teacher is to search the balance so as to satisfy learners’different demands.
3.Enlightenments
Teachers，therefore，may need to discern learners’motivation，or at least be sufficiently aware of the learners’motivation in order to meet particular，possibly specialized，needs.Then teachers can think about the course syllabus，materials，contents and teaching techniques，or even facilities. Specifically speaking，in one classroom where learners are all more instrumental，the teacher should put emphasis on practical aspect of this kind of foreign language according to learners’instrumental goal.For example，if the instrumental reason is to pass an examination，the grammar and words are in a position of predominance； if it is to travel，then the introduction of scenic spots； etc.On the other hand，in one classroom where learners are all more integrative，the teacher should broaden learners’view，strengthen their recognition and deepen their understanding of the target language culture.As time goes by，learners have accumulated all kinds of knowledge about that nation.Finally，they integrate themselves with it.
The most challenging classroom is one as we have talked about as the third group.Maybe，in order to gain such a balance，the teacher should connect the two types of motivation.During the course of class，the teacher may explain in detail the rules of grammar and the usages of words within a text about the target language culture.Then from the point of learners，they may select what they want.
4.Conclusion
Identifying what it is that learners hope to gain from their foreign language learning is essential.Any foreign language teaching must be responsive to their purposes for learning the language.Of course，since motivation is dynamic in nature，our language teaching will always be changing and continually improving.
Reference：
[1]Bernard Spolsky.第二语言学习的条件[M].上海外语教育出版社，2000：150-151.
[2]H.Douglas Brown.Principles of Language Learning and Teaching[M].San Francisco State University，1987：114-117.
[3]马丁·韦德尔.外语教学与学习——理论与实践[M].高等教育出版社，1998：200-202.
[4]Penny Ur.语言教育教程：实践与理论[M].外语教学与研究出版社，2000：273-285.
[5]Rod Ellis.第二语言习得[M].上海外语教育出版社，2000：75-76.
[6]R.R.Van Oirsuw.Applied Linguistics And The Learning And Teaching Of Foreign Languages[M].Edward Arnold，1984：115-121.
[7]Vivian Cook.Second Language Learning And Language Teaching[M].外语教学与研究出版社，2000.
[8]王旭东.Motivation In Foreign Language Learning[J].1995，1，28.
[9]朱纯.外语教学心理学[M].上海外语教育出版社，2000：336-338.
[10]戴运财，何琼.第二语言学习动机研究：存在的问题及发展趋势[J].国外外语教学，2003（2）：8-12.
作者简介：张楠（1979-），女，汉族，硕士，辽宁大学外国语学院英语语言文学系，讲师，研究方向：应用语言学。
【Key words】instrumental motivation； integrative motivation； second language learning； second language teaching； teachers； learners
1.Instrumental Motivation and Integrative Motivation
Motivation is commly thought of as an inner drive，impulse，emotion，or desire that moves one to a particular action（Brown，1987：114）.It seems to be the case that if we perceive a goal（that is something we wish to achieve） and if that goal is sufficiently attractive，we will be strongly motivated to do whatever is necessary to reach that goal.However，there is some slight difference between goal and motivation.Goal is the certain result which one wants to reach，while the motivation is a kind of factor to explain why one wants to reach that goal.（王旭东：1）
As suggested by Gardner and Lambert，a student is said to be instrumentally motivated ‘ if the purposes of language study reflect the more utilitarian value of linguistic achievement，such as getting ahead in one’s occupation’ and he is said to be integratively motivated ‘if he wishes to learn more about the other cultural community because he is interested in it in an open-minded way，to the point of eventually being accepted as a member of that other group ’（Gardner and Lambert，1972：3）.That is to say，instrumental motivation refers to motivation to acquire a language as means for attaining instrumental goals：furthering a career，reading technical material，travel，translation，and so forth（Brown，1987：114-117）.While，integrative motivation refers to the desire to learn a language to integrate successfully into the target language community.
2.Different Requirements Of The Two Types In Classroom Of China
As we have talked about，the two types，instrumental motivation and integrative motivation，are different in their goals.In China today the main motivation for learning the majority of foreign language is clearly instrumental.Learners hope to benefit personally，in terms of their later career in China，from their knowledge of the foreign language.But the motivation for learning some languages，especially American English，may also have an integrative aspect for some Chinese learners，who identify very strongly within an often idealized picture of the foreign language culture（马丁·韦德尔，1998：200-202）.I group foreign language learning in China into three categories.One is more instrumental； the other is more integrative； the third is a mixture of both. The first is more instrumental.Learners，here，may make efforts to learn a foreign language for some functional reason-to pass an examination，to get a better job，or to get a place at university.For example，in settings where learners are motivated to learn a foreign language because in opens up educational and economic opportunities for them（Rod Ellis，2000：75-76）.In Dalian，LiaoNing Province of China，a school，named Dalian International Maple School，has been founded to meet such a need.In that school，all subjects，such as Chinese，geometry，algebra，physics，chemistry，are taught in English.Because all these students will directly go abroad for further education after graduation from this senior high school.Students with such an instrumental motivation are eager to enjoy a situation like the real one in China.All is input and output in English whenever in class or after class.
The second group is more integrative.These learners may choose to learn a particular foreign language because they are interested in the people and culture represented by the target language group.So，in class，those learners wish to learn more the target language culture，history，customs，people，etc.They pay less attention to the grammar of the language.And they learn words through the target language culture，not through memorizing mechanically.All these is done in order that learners will be accepted as one member and then finally join in it.
The last one is a mixture of both.Here，by this classification，I mean that one classroom as a whole cannot be said more instrumental or more integrative.In fact，it consists of the two types，some more instrumental while others more integrative.For example，I have ever taken part in one French class of the fourth grade in a certain University，where students are English major.During their last year before graduation，some students are busy with preparing for the graduate admission examination； others are with applying for a job.So，they have different requirements in the foreign language class.The former wants the teacher to explain more grammar，rules，usage of words which are basic skills to cope with examination.However，the latter wishes to learn more culture about France.The contradiction arises.The efficient way to solve the problem for the teacher is to search the balance so as to satisfy learners’different demands.
3.Enlightenments
Teachers，therefore，may need to discern learners’motivation，or at least be sufficiently aware of the learners’motivation in order to meet particular，possibly specialized，needs.Then teachers can think about the course syllabus，materials，contents and teaching techniques，or even facilities. Specifically speaking，in one classroom where learners are all more instrumental，the teacher should put emphasis on practical aspect of this kind of foreign language according to learners’instrumental goal.For example，if the instrumental reason is to pass an examination，the grammar and words are in a position of predominance； if it is to travel，then the introduction of scenic spots； etc.On the other hand，in one classroom where learners are all more integrative，the teacher should broaden learners’view，strengthen their recognition and deepen their understanding of the target language culture.As time goes by，learners have accumulated all kinds of knowledge about that nation.Finally，they integrate themselves with it.
The most challenging classroom is one as we have talked about as the third group.Maybe，in order to gain such a balance，the teacher should connect the two types of motivation.During the course of class，the teacher may explain in detail the rules of grammar and the usages of words within a text about the target language culture.Then from the point of learners，they may select what they want.
4.Conclusion
Identifying what it is that learners hope to gain from their foreign language learning is essential.Any foreign language teaching must be responsive to their purposes for learning the language.Of course，since motivation is dynamic in nature，our language teaching will always be changing and continually improving.
Reference：
[1]Bernard Spolsky.第二语言学习的条件[M].上海外语教育出版社，2000：150-151.
[2]H.Douglas Brown.Principles of Language Learning and Teaching[M].San Francisco State University，1987：114-117.
[3]马丁·韦德尔.外语教学与学习——理论与实践[M].高等教育出版社，1998：200-202.
[4]Penny Ur.语言教育教程：实践与理论[M].外语教学与研究出版社，2000：273-285.
[5]Rod Ellis.第二语言习得[M].上海外语教育出版社，2000：75-76.
[6]R.R.Van Oirsuw.Applied Linguistics And The Learning And Teaching Of Foreign Languages[M].Edward Arnold，1984：115-121.
[7]Vivian Cook.Second Language Learning And Language Teaching[M].外语教学与研究出版社，2000.
[8]王旭东.Motivation In Foreign Language Learning[J].1995，1，28.
[9]朱纯.外语教学心理学[M].上海外语教育出版社，2000：336-338.
[10]戴运财，何琼.第二语言学习动机研究：存在的问题及发展趋势[J].国外外语教学，2003（2）：8-12.
作者简介：张楠（1979-），女，汉族，硕士，辽宁大学外国语学院英语语言文学系，讲师，研究方向：应用语言学。