Motivational Practices in Foreign Language Teaching:From the Perspective of Self-Determination Theory

This quantitative-oriented study investigates junior middle school EFL teachers’beliefs about motivational practices in the language teaching process.Grounded in self-determination theory,the study examined teachers’beliefs in three basic psychological needs(relatedness,competence and autonomy)and the effect of their teaching experience on these beliefs.Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire.Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction.Teaching experience was found to have no influence on teachers’conception of needs-related motivational practices.Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’beliefs about motivational practices.They also present the necessity for adjustments on educational regulations,and for modern professional training to help teachers understand students’basic psychological needs,and to encourage new ideas to bolster students’intrinsic motivation for language learning.

“从我到事物”的现象学距离——梅洛—庞蒂早期现象学中的空间进深问题

对于梅洛—庞蒂现象学中的具身化的知觉主体来说,空间是不可或缺的。在梅洛—庞蒂看来,空间的进深维度是所有空间维度中最具存在性的维度,因此,关于进深问题的研究构成理解梅洛—庞蒂早期现象学的一个非常重要的论题。本文试图通过对《知觉现象学》中的“进深关系”的深入分析,借助梅洛—庞蒂中期的相关文本,揭示出空间进深的非对象性特征,进而展示出知觉主体与世界的本原性的关联。