英语学习者特征之教室情景下的动机 - 英语教学法原著选读105

原创不易，公益翻译，请随手转发。感谢！

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以下英文原文取自上海外语教育出版社引进出版、授权转载的“外语教学法丛书”之九《语言学习机制》第三章“Factors affecting second language learning（影响第二语言学习的因素）”：

原文（作者：Lightbown & Spada）

译文（翻译：Liz，审校：武太白）

Heading: Research on learner characteristics

学习者特征研究

Motivation in the classroom setting

教室情景下的动机

In a teacher’s mind, motivated students are usually those who participate actively in class, express interest in the subject matter, and study a great deal. Teachers can easily recognize characteristics such as these. They also have more opportunity to influence these characteristics than students’ reasons for studying the second language or their attitudes toward the language and its speakers. If we can make our classrooms places where students enjoy coming because the content is interesting and relevant to their age and level of ability, where the learning goals are challenging yet manageable and clear, and where the atmosphere is supportive and non-threatening, we can make a positive contribution to students' motivation to learn.

在老师的心中，积极主动的学生通常会积极参与课堂互动、表达对课题的兴趣并且学习得很多。老师可以很容易地注意到这些特征。相比于学生学习第二语言的原因或他们对该语言及其说话者的态度，老师还有更多的机会来影响这些特征。如果我们可以让课堂因其内容有趣的与他们的年龄和能力水平相关而成为一个学生喜欢来的地方，让课堂成为一个学习目标具有挑战性、可管理且清晰的地方，或者让课堂成为一个充满支持和非威胁氛围的地方，那么我们可以对激发学生的学习动机做出积极贡献。

Although little research has been done to investigate how pedagogy interacts with motivation in second language classrooms, considerable work has been done within the field of educational psychology. In a review of some of this work, Graham Crookes and Richard Schmidt (1991) point to several areas where educational research has reported increased levels of motivation for students in relation to pedagogical practices. Included among these are:

虽然很少有研究考察教学法如何与第二语言课堂教学中的动机产生相互作用，但在教育心理学领域已经有人做了大量的工作。在对这项工作的一些回顾中，格雷姆·克鲁克斯和里查德·施密特（1991）指出了几个领域，这些领域中的教育研究提到了结合教育实践、提高学生动机水平的内容，其中包括：

Motivating students into the lesson

At the opening stages of lessons (and within transitions), it has been observed that remarks teachers make about forthcoming activities can lead to higher levels of interest on the part of the students.

激励学生参与课程

在课程的开始阶段（和过渡期）已经观察到，老师对即将开展的活动的评论可以提升学生的兴趣。

Varying the activities, tasks, and materials

Students are reassured by the existence of classroom routines which they can depend on. However, lessons which always consist of the same routines, patterns, and formats have been shown to lead to a decrease in attention and an increase in boredom. Varying the activities, tasks, and materials can help to avoid this and increase students' interest levels.

使活动、任务和材料多样化

学生因为有他们可以依赖的课堂例程而变得安心。然而资料显示，总是由相同的例程、模式和格式组成的课程导致注意力降低、无聊感增加。改变活动，任务和材料可以帮助避免这种情况，提高学生的兴趣水平。

Using co-operative rather than competitive goals

Co-operative learning activities are those in which students must work together in order to complete a task or solve a problem. These techniques have been found to increase the self-confidence of students, including weaker ones, because every participant in a co-operative task has an important role to play. Knowing that their teammates are counting on them can increase students' motivation.

使用合作而不是竞争目标

合作学习活动是指学生必须一起工作才能完成任务或解决问题的活动。这些方法已经被证明可以增加学生的自信心，包括较弱的学生，因为每个参与者在合作任务中都有重要的作用。让学生了解他们的队友正在指望他们，这样可以增加学生的动机水平。

Clearly, cultural and age differences will determine the most appropriate way for teachers to motivate students. In some classrooms, students may thrive on competitive interaction, while in others, co-operative activities will be more successful.

显然，文化和年龄差异将决定老师所采用的激励学生的最适当的方式。在一些教室中，学生可以通过竞争性互动而获得较好发展，而在其他教室中，合作活动将使得教学更加成功。