Instrumental Motivation(工具型學(xué)習(xí)動(dòng)機(jī))

1、Instrumental Motivation(工具型學(xué)習(xí)動(dòng)機(jī)）Instrumental motivation refers to learners who treat the acquisition of a second language only as a means to achieve certain aims. The individual himself does not have the interest or the environment to use his mother tongue for the interaction with others. 工具型動(dòng)機(jī)是第二語(yǔ)言

2、習(xí)得者對(duì)外語(yǔ)本身并無興趣或沒有與講母語(yǔ)的人進(jìn)行交際的條件, 學(xué)習(xí)外語(yǔ)只是作為達(dá)到其他目的的手段或工具, 在閉塞的條件下, 工具性動(dòng)機(jī)會(huì)顯示出較大的作用。因?yàn)? 在此環(huán)境下, 它是人們學(xué)習(xí)外語(yǔ)的唯一動(dòng)力。1Example:Getting a better jobPassing an examinationMeeting the requirements for school or university graduation2Being more successful in business dealings with native speakersReading technical materi

3、al Achieving higher social status 結(jié)合我國(guó)的實(shí)際情況，由于受外語(yǔ)教學(xué)環(huán)境中西語(yǔ)言和文化的差異學(xué)習(xí)方法等因素的影響，絕大多數(shù)外語(yǔ)學(xué)習(xí)者持工具型動(dòng)機(jī)。34Integrative motivation(融入型，原發(fā)型動(dòng)機(jī)）Learning the L2 in order to take part in culture of its people. When learners want to learn a language to become part of a speech community (integrate一體化 n.).學(xué)習(xí)者想?yún)⑴c到某種文化中。或當(dāng)學(xué)習(xí)

4、者想融入某種語(yǔ)言社區(qū)，與其一體化 。5People who immigrate to new countries are some examples of people who may want to identify with the community around them. An important aspect of this form of language learning is using language for social interaction. This form of motivation is thought to produce success in langu

5、age learners. This is often compared to instrumental motivation.6Peirces social theory of L2 acquisitionL2 acquisition=struggle +investment=engage with native speakers+prepare well to challengeSuccessful learner = reflect critically + construct and assert social identities78The resultshowsthatinstrumentalmotivationplaysafarmoreimportant rolein college students oral Englishlearningthanintegrativemotivationdoes.研究結(jié)果顯示：工具型動(dòng)機(jī)在學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)中所起的作用遠(yuǎn)比融入型動(dòng)機(jī)大9Among theseGardnersmotivationtheoryemphasizestheinfluenceofintegrative motivationonlanguagelearningand