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本书是专门针对英语教学法的原著选读系列之一，着重探讨了学习动力在英语学习中的重要性及其影响因素。作者从心理学和教育学的角度出发，系统分析了学习动力对学习过程和结果的影响，并提出了一系列实用的教学策略和方法。本书旨在帮助教师更好地理解学生的学习动机，引导他们积极参与英语学习，激发学生学习兴趣，提高学习效果。此外，本书还介绍了一些案例和实践经验，为读者提供了丰富的教学参考和启发。对于英语教学工作者和教育研究人员来说，本书将成为一部不可或缺的教学法指导和学术研究的重要参考资料。
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原文
Most teachers consider motivation essential for successful language learning. However, motivation is difficult to define and measure. Are all learners motivated by worthwhile goals and clear objectives, the constant use of English in the classroom, a variety of activities and interactions, and sensitive handling of errors and hesitations? Our assumption has been that they are. But we recognize that motivation is a complex phenomenon, and not all learners respond to teaching in the same way.
Certain aspects of motivation may be beyond your influence. Some learners come to a course needing English immediately for study or work, or wanting to learn it because they love ‘Anglo-American culture’. Others may be more reluctant, but know they are likely to need English in the future. Yet others are obliged to take a course, but have no desire to learn English, and a sincere hope they will never need to use it. With the first type of learner, the challenge is to maintain and exploit the motivation they bring to the course. With the last type, the challenge is to work hard at making the course itself enjoyable and satisfying. You also have to try to get reluctant learners to recognize that, for virtually anyone, English really could be useful at some time in their lives.
Even for initially reluctant learners, appropriate goals and objectives can give direction and the will to work—in other words, improve motivation. And any success in real communication can motivate. But an ability to communicate effectively in English is such a huge, ill-defined goal, quite remote for most elementary learners. Worthwhile and achievable short-term objectives can give the learners satisfaction and a sense of success as they work towards the main goal of their course.
Even the most carefully planned activities will normally motivate learners only if they are related to their interests, needs, and aspirations. You should try to find out what these are and plan lessons accordingly. For example, teenage learners may want some work on communicating in English via the Internet, or activities using popular songs. It is a good idea to consult with your learners about topics and activities, and get them to bring to class materials they are interested in.
Topics can be a rich source of motivation in the English language classroom. There are topics of personal interest, for example, music, films, cars, computers, the Internet, pets, and sports. If your learners are interested in Britain, the USA, or another English-speaking country, a coursebook with that country as the main theme can provide a good supply of topics. You may also be able to use authentic materials from those countries, for example, magazine and newspaper articles, cassettes of songs, and videos of television programmes.
Of course, English does not elong to any specific countries, societies, or cultures. These days, there are more non-native than native speakers of English and it is more often used between two non-native speakers than between a non-native and a native speaker. This cosmopolitan perspective, common in several more recent coursebooks, appeals to many learners and is a rich source of topics for activities and lesson themes. Again, you may be able to use authentic materials, including any English-language newspapers published in your own country.
Personalities and relationships are important for motivation. Your personality is bound to appeal to some learners more than others. You cannot totally change yourself, but you can modify or develop some things.
For example, you can use the learners’ names and show a personal interest in them, and take care to behave in a fair way towards all learners alike. You can also educate yourself in topics that interest your learners, for example, pop music and films for teenagers, new cars and technical developments for mechanics.
Although, ideally, learners should be motivated by an awareness of their own progress, many will rely mostly on your feedback. It can be very motivating for them if you tell them clearly that you are pleased with their effort and progress. It may even be a wonderful surprise after frequent expressions of dissatisfaction from previous teachers!
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译文
绝大部分教师认为学习动力对英语教学的成功而言至关重要。然而，学习动力难以定义，也难以测量。所有的学生都有值得追求的、清晰的目标、在课堂上坚持使用英语、参与多种多样的活动与互动、在犯错与犹豫时得到老师的小心对待，从而具备了学习动力吗？我们假定他们有。但我们也要认识到，动力是一种复杂的现象，并不是所有的学生都对教学有着同样的反应。
某些动力因素可能是超出教师的影响力范围的。一些学生参加课程的学习是因为他们近期在工作、学习中就要使用英语，或者想要学习英语因为他们热爱“盎格鲁——美利坚文化”。另一些学生可能不那么积极，但知道他们很可能未来会用到英语。还有些学生是被安排来学这门课的，但没有学习英语的欲望，并真切希望将来永远用不到这种语言。对于第一类学生，对于教师的挑战是要保持并利用他们来上课时就有的学习动力。对于最后一种，教师的挑战是努力工作，使课程本身变得有趣、令人满意。教师也需要设法让那些不太积极的学生认识到，几乎对任何人来说英语都可能在他们生命中的某个时刻起点什么作用。
即便是对最开始不太积极的学生来说，恰当的目标也能给他们指明方向，令他们有学习的愿望——换句话说，能够增进学习动力。而实际交流中只要取得成果，都能增进动力。但“用英语有效交流”这一目标是如此庞大而模糊不清，对初学阶段的学生来说也遥不可及。值得追求的、能够达到的短期目标能够令学生活动满足感、成就感，从而进一步努力，去达成课程的主要目标。
即便规划得最严密的活动，也只有在和学生的兴趣、需要、追求相联系时才能增进学生的动力。教师应该设法了解学生的这些方面，并有针对性地进行备课。例如，青少年学生可能想要学会通过互联网用英语进行交流，或者用流行歌曲进行活动。问问学生该有怎样的话题和活动是个不错的注意，还要让他们把感兴趣的材料带到课堂上来。
话题是英语课堂教学中学习动力的一大来源。不少话题涉及个人兴趣，比如音乐、电影、汽车、电脑、互联网、宠物、运动等。如果学生对英国、美国或其他英语国家感兴趣，选择该国为主线的教材就能得到大量相关的主题。教师可能还要有能力使用从该国获取到的真实材料，如报章杂志的文章，流行歌曲以及电视节目录像等。
当然，英语并不“属于”具体的国家、社会或文化。如今，非母语者已经超过了英语母语者的人数，英语也经常被用于非母语者之间、非母语者与母语者之间的交流。这种世界性的视角在今年的多种教材中得到采用，对许多学生来说有着吸引力，也是准备活动和课堂主题的良好话题来源。同样，教师要有能力使用真实语言材料，包括在本国出版的英语语言报章。
个性和关系对学习动力来说也很重要。教师的个性对一些学生来说更有吸引力，对另一些就不一定如此。教师不可能完全百变自己，但可以做些调整，可以自我培养一些东西。
比如，教师可以使用学生的名字，对其表示兴趣，并努力表现出对学生公平公正。也可以就学生感兴趣的话题加强学习，比如可以多了解青少年喜爱的流行音乐和电影、新车，以及机械和技术方面的新进展。
尽管理想情况下学生了解到自己的进步应该能够增进学习动力，许多人仍然依赖于教师的反馈。如果教师清晰地告诉学生对他们的努力和进步感到满意，这会非常鼓舞人心。在前一位教师反复表达不满之后，新老师表示满意对学生来说可能是不小的惊喜呢！
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