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                          代寫英國essay:批判“全球化世界中的整合動機”

                          時間:2019-02-06 21:08來源:未知 作者:anne 點擊:
                          導讀:此文是一篇英國碩士essay,探討了第二語言教育。本文對英語學習動機的研究具有重要意義。首先,它在全球化背景下引入了一種新的英語學習動機,它認為個人學習語言的動機可以部分地
                          導讀:此文是一篇英國碩士essay,探討了第二語言教育。本文對英語學習動機的研究具有重要意義。首先,它在全球化背景下引入了一種新的英語學習動機,它認為個人學習語言的動機可以部分地通過參照正在進行的識別過程來解釋。然后,肯定了英語學習動機的形成是一個長期的動態過程。最后,從英語教學方法的角度指出,教師應利用年輕人在當地文化語境中使用英語的各種語境,而不是集中于涉及英語母語者的使用語境。這對改進英語教學方法起到了積極作用。
                          然而,值得注意的是,本文在以下三個方面存在局限性。首先,作者沒有對鑒定過程的動機進行清晰、系統的描述。問卷調查結果表明,學生的學習動機是多樣的。問卷調查結果無法清晰反映英語學習動機與識別過程相關的學生數量。此外,筆者采訪了12名受訪者,但只有3名受訪者表示,他們學習英語的動機與心理、情感、文化認同有關。因此,本文的研究結果只能證明,在全球化背景下,認同過程作為學習英語的動機是存在的,但不能說明認同過程已經成為普遍存在的英語學習動機。The article written by Martin Lamb has great significance for the study on English learning motivation. It first of all introduces a new English learning motivation in the context of globalization, it believes individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification. Then, it affirms that the formation of English learning motivation is a long-term dynamic process. Finally, it is from the perspective of English teaching methods to point out that teachers should utilize the wide variety of contexts in which young people use English within their local cultural context rather than concentrate on contexts of use involving native-speakers of English. This has played a positive role in improving English teaching methods.
                          However, it is worth noting that, this article has limitations in terms of the following three aspects. Firstly, the author fails to provide a clear, systemic description on the motivation of identification process. The results of the questionnaire more showed that the students’ learning motivations were diverse. The questionnaire results were unable to clearly reflect the quantity of students whose English learning motivation was related to identification process. In addition, the author interviewed 12 respondents, but only three respondents said that their motivation to learn English was related to psychological, emotional, cultural identification. Thus, the findings of this article can only prove that in the context of globalization, identification process as a motivation for learning English does exist, but it fails to indicate that identification process has become a ubiquitous English learning motivation.
                          Secondly, the author proposes that English learning motivation is not a static but a long-term dynamic process, this view has a positive significance, and it provides English instructors a new way of thinking in developing targeted teaching methods. However, the author fails to take a long-term follow-up survey to confirm the presence of this process, at the same time, considering the process of formation of learning motivation, what factors may affect the formation and change of learning motivation and how these factors have an effect on learning motivation, under normal circumstances, what are the characteristics of English learning motivations of people at different life stages, author fails to give appropriate explanation and discussion for these questions, therefore, this article plays less active role in helping teachers to develop targeted teaching methods.
                          Thirdly, the author is based on the motivation of identification process to bring forward the teaching methods, which is a good complement for the teaching methods in the past. However, it is well-known that, for different English learning motivations, teachers should adopt different teaching methods, but according to what the author studies that the formation of English learning motivation is a long-term dynamic process, and a student may also have a variety of learning motivations, in this case, how educators develop teaching methods to meet students’ learning motivation is a challenge, but the author  does not provide a clear, principled, workable proposal to educators, neither can he better help educators to deal with this challenge.


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