黎巴嫩中学生英语学习动机探究及启示  

On English Motivation in Lebanon High Schools & the Implication to English Teaching in China

作　　者：李斐[1] 唐国平[1] 

机构地区：[1]攀枝花学院外国语学院,四川攀枝花617000

出　　处：《沈阳师范大学学报（社会科学版）》2016年第1期42-46,共5页Journal of Shenyang Normal University(Social Science Edition)

摘　　要：黎巴嫩这块多语教育的神奇地方,动机理论有影响的诸多模式在这里都得到了新发展、新突破:学习者身份识别的主要部分从阿语遗产让位给法语,法语正迁移导致对英语更具有开放性;外在激励不仅没有削弱学生自主性,由于符合自我决定论,反而使外在动机转化为内在动机;工具性动机在这里确实能转化为融入性动机,把社会——教育模式中工具性与融入性动机之间变成实线箭头。由于教育环境、文化语境和安全需求,在这里融入性动机就是想融入英语社团文化。上述种种理论模式上的突破都给我国英语教育以一定的启示。In Lebanon, the wonderland of language study, all the influential motivation theories are violated here：the main self identity of the students is from French heritage instead of Arabic heritage, so their openness to English is great because of the positive transfer of French; external motivation which can meet the needs of student＇s self determination can be transferred into internal motivation; the conversion of instrumental motivation into integrative motivation connects the instrument with motivation directly in the Social-educational Model. Because of the educational,cultural settings and the need of security,the students＇ integrative motivation is to be one member of English community. All these bring significant implication to English teaching in China.

关 键 词：黎巴嫩中学英语 融入性动机 二语动机自我理论 

分 类 号：H319.3[语言文字—英语]