论融入性与工具性动机在专业硕士英语教学中的指导效用  

The role of integrative motivation and instrumental motivation on English Teaching for professional degree graduates

作　　者：乔澄澈[1] 

机构地区：[1]北京大学外国语学院,北京100871

出　　处：《佳木斯职业学院学报》2014年第2期302-303,305,共3页Journal of Jiamusi Vocational Institute

摘　　要：Gardner和Lambert将学习动机区分为工具性动机和融入性动机。在专业硕士英语的教学中,笔者结合专业硕士学生的学习特点,将学生的工具性动机和融入性动机有机结合起来,围绕学生的这两种动机进行课前、课中和课后的教学设计,最大程度地提高学生学习语言的兴趣。这样的课堂设计能加深专业硕士学生对于语言的理解,提高学生英语运用能力,为学生将来工作中进一步熟练运用语言打下良好的基础,促使学生真正实现从基于工具性动机的功利性学习到基于融入性动机的自主性学习的转变。Gardner and Lambert distinguishes motivation into integrative motivation and instrumental motivation. Taking into consideration the characteristics of Professional degree graduates and organically combining integrative motivation and instrumental motivation, teachers can design their lectures into before-class, in-class and after-class activities, which can arouse the interest of students in learning English. This kind of class design can deepen students' understanding of English, enhance their ability in terms of English usage and lay a solid foundation for students' using English proficiently in their future career. In turn, it will facilitate the change from the passive and utilitarian way of studying English into active and autonomous way of studying English.

关 键 词：融入性动机 工具性动机 专业硕士英语教学 

分 类 号：H319[语言文字—英语]