运用动机理论提升学生外语课堂学习自主性——外语课堂教学的一次行动研究

Motivating Students' Learning Autonomy in the Chinese EFL Classroom

讨论在国内高校用英语开设的跨文化交际课堂上,如何运用归因、任务引导等动机理论作为介入模式提高学生的外语课堂学习自主性,创造合作的课堂氛围。文章首先探讨动机理论与中国传统文化教育的关系,然后对特定的研究方法和介入程序进行讨论,对相关数据进行分析,最后给出建议:老师在提高英语课堂质量的过程中应该如何扮演好自身的角色。该行动研究最终的介入结果显示:采用这种不同于传统灌输式的创新教学法对于提升学生的元认知意识、认知能力和社会认知能力等均十分有效。行动研究和动机理论应该在提高中国学生外语自主学习的外语教育研究中占有一席之地。

This article discusses an intervention program by means of motivational approaches in a British culture survey course for English majors in China's Mainland＇s university classroom. The intervention uses such motivational theories as attribution and task orientation to motivate the teaching and learning of the EFL course so as to create a cooperative classroom environment. Theoretical bases of the Chinese heritage culture and motivation are examined,specific research methods and intervention procedures discussed;some relevant data analysed and finally some suggestions such as the EFL teachers＇ important role in promoting the quality of EFL education are raised. The intervention results show that an innovative pedagogy to motivate students＇ metacognitive awareness,cognitive and socio-cognitive ability in cooperative classroom learning situations different from the traditional one of cramming facts with lectures and examinations proves effective. Motivation should be given a central role in promoting China＇s EFL quality education.