關(guān)于英語教學(xué)真實(shí)性的研究在國內(nèi)外外語教學(xué)界已經(jīng)成為熱門的話題之一。伴隨著交際法教學(xué)以及任務(wù)型教學(xué)的發(fā)展,真實(shí)性這一概念已經(jīng)成為幫助解決外語學(xué)習(xí)中出現(xiàn)問題的一個(gè)非常的重要因素,對真實(shí)性問題的研究也進(jìn)一步深入,從語言材料拓展到了非語言材料的課堂活動(dòng)、交際情景、社會(huì)文化因素等各個(gè)方面。 動(dòng)機(jī)作為在英語學(xué)習(xí)的過程中影響外語學(xué)習(xí)成功與否的一個(gè)重要因素,是引導(dǎo)、推動(dòng)和維持人們進(jìn)行學(xué)習(xí)活動(dòng)的一種內(nèi)部機(jī)制或內(nèi)部力量。同時(shí),學(xué)習(xí)與動(dòng)機(jī)之間又存在著互相促進(jìn)和推動(dòng)的辯證關(guān)系。它們之間存在著非常典型的相輔相成的關(guān)系。一旦形成了學(xué)習(xí)動(dòng)機(jī),學(xué)生就會(huì)傾向于積極主動(dòng)產(chǎn)生濃厚的學(xué)習(xí)興趣,在上課時(shí)也會(huì)更加集中注意力汲取知識,而且也會(huì)產(chǎn)生動(dòng)力使學(xué)習(xí)過程中的注意力、狀態(tài)和興趣等保持下去。由此可見,學(xué)習(xí)動(dòng)機(jī)在學(xué)習(xí)中發(fā)揮著非常重要的作用。 本文以真實(shí)性理論為視角,以Van Lier （1996）的教學(xué)互動(dòng)理論為依據(jù),結(jié)合互動(dòng)理論中的真實(shí)性原則來研究藝術(shù)中專學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)。根據(jù)教學(xué)實(shí)踐中的觀察與了解,藝術(shù)中專學(xué)生的英語學(xué)習(xí)與普通高中生相比有其獨(dú)特性。藝術(shù)中專生的外語學(xué)習(xí)動(dòng)機(jī)不能完全按照傳統(tǒng)的分類方法,因其所學(xué)藝術(shù)專... 

【文章頁數(shù)】：50 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1. Introduction
    1.1 Background of the Study
    1.2 Significance of the Research
    1.3 Structure of the Thesis
2. Literature Review of Authenticity Theories
    2.1 The Concept of Authenticity
        2.1.1 Previous Studies on Authenticity Abroad
        2.1.2 Previous Studies on Authenticity at Home
    2.2 Interpretations of Authenticiy
        2.2.1 Communicative Authenticity
        2.2.2 Cultural Authenticity
        2.2.3 Task Authenticity
        2.2.4 Teacher's Authenticity
        2.2.5. Summary of the Interpretations
    2.3 Relationship between Authenticity and Motivation
        2.3.1 Critique of the Previous Studies on Motivation
        2.3.2 Motivation from the Perspective of Authenticity
    2.4 The theoretical Basis of the Study
3. Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
    3.4 Research Procedures
    3.5 Data collection
4. Findings and Discussion
    4.1 Analysis of the Questionnaire and Interviews
        4.1.1 Art School Students' Motivation of Learning Language
        4.1.2 Problems Existed in Art Vocational Students' English Learning
    4.2 Analysis of the Authenticity of Students' English Learning Motivation
        4.2.1 The Relationship between Authenticity of Students' English Learning Motivation and Their Behavior in Class
        4.2.2 Factors Stimulating Authenticity of Motivation
            4.2.2.1 Authenticity of the Textbook
            4.2.2.2 Traditional Classroom Factors and Learners' Motivation
    4.3 Suggestions for Enhancing Authenticity in Learning
        4.3.1 Suggestions on the Authenticity of the Textbook
        4.3.2 Suggestions on the Authentic Classroom and Authenticity of Learners' Motivation
    4.4 Establishing the Classroom Environment to Arouse Authenticity of Students' Learning Motivation
        4.4.1 Teacher's Behavior and the Relationship between Teachers and Students
        4.4.2 Treating Students as an Individual
        4.4.3 Arousing Authenticity of Motivation of Art School Students by Learning Tasks
        4.4.4 Maintaining Authenticity of Motivation of Art School Students
            4.4.4.1 Guiding Art School Students' Learning Strategies
            4.4.4.2 Enhancing Art School Students' Self-confidence
        4.4.5 Promoting the Motivation of Art School Students in Evaluation
5. Conclusion
    5.1 Conclusions and Implications for English Teaching
    5.2 Limitations of the Research
References
Appendix A Questionnaire
Appendix B Interview
Appendix C A Teaching Plan on Oral English
Acknowledgments


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期刊論文
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