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英语教研，离你我并不遥远：进行行动研究的若干问题与解决方案（下） - 英语教学法原著选读103 原创不易，公益翻译，请随手转发。感谢！ ------------------------ 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 and attitudes 动机和态度 There has been a great deal of research on the role of attitudes and motivation in second language learning. The overall findings show that positive attitudes and motivation are related to success in second language learning (Gardner 1985). Unfortunately, the research cannot indicate precisely how motivation is related to learning. As indicated above, we do not know whether it is the motivation that produces successful learning or successful learning that enhances motivation or whether both are affected by other factors. As noted by Peter Skehan (1989), the question is, are learners more highly motivated because they are successful, or are they successful because they are highly motivated? 对第二语言学习中的态度和动机的作用，已有大量的研究。总体结果表明，积极的态度和动机与第二语言学习的成功有关（加德纳，1985）。不幸的是，研究不能准确地表明动机与学习的关系是怎样的。如上所述，我们不知道是动机导致了成功的学习，还是成功的学习加强了动机，或是两者都受其他因素的影响。正如彼得·斯凯恩（1989）所指出的，问题是，学习者是因为成功而更有积极性，还是因为他们非常积极而导致成功？ Motivation in second language learning is a complex phenomenon which can be defined in terms of two factors: learners’ communicative needs and their attitudes towards the second language community. If learners need to speak the second language in a wide range of social situations or to fulfil professional ambitions, they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it. Likewise, if learners have favourable attitudes towards the speakers of the language, they will desire more contact with them. Robert Gardner and Wallace Lambert (1972) coined the terms integrative motivation to refer to language learning for personal growth and cultural enrichment, and instrumental motivation for language learning for more immediate or practical goals. Research has shown that these types of motivation are related to success in second language learning. 第二语言学习的动机是一个复杂的现象，可以根据两个因素来定义：学习者的交际需求及其对第二语言社群的态度。如果学习者需要在广泛的社会情境中说第二语言或实现专业志向，他们将会感知到第二语言的交际价值，因此学习者将有动力熟练掌握它。同样，如果学习者对操该语言的人有良好的态度，他们将希望与他们更多地接触。罗伯特·加德纳和华莱士·兰伯特（1972）创造了两个术语：融入型动机，指为追求个人成长和充实文化而进行的语言学习；工具型动机，指为追求更直接或实际的目标而进行的语言学习。研究表明，这些类型的动机与第二语言学习的成功有关。 On the other hand, we should keep in mind that an individual’s identity is closely linked with the way he or she speaks. It follows that when speaking a new language one is adopting some of the identity markers of another cultural group. Depending on the learner’s attitudes, learning a second language can be a source of enrichment or a source of resentment. If the speaker’s only reason for learning the second language is external pressure, internal motivation may be minimal and general attitudes towards learning may be negative. 另一方面，我们应该记住，个人身份与他或她说话的方式密切相关。因此，当一个人说一种新语言的时候，他们就在接受另一个文化群体的一些身份标记。根据学习者的态度，学习第二语言可能是充实的来源或怨恨的来源。如果说话者学习第二语言的唯一理由是外部压力，内部动机可能就是最小的，并且其对学习的态度可能是消极的。 One factor which often affects motivation is the social dynamic or power relationship between the languages. That is, members of a minority group learning the language of a majority group may have different attitudes and motivation from those of majority group members learning a minority language. Even though it is impossible to predict the exact effect of such societal factors on second language learning, the fact that languages exist in social contexts cannot be overlooked when we seek to understand the variables which affect success in learning. Children as well as adults are sensitive to social dynamics and power relationships. 经常对动机产生影响的一个因素是语言之间的社会动态或权力关系。也就是说，学习多数群体语言的少数群体的成员可能与学习少数群体语言的多数群体成员具有不同的态度和动机。即使无法预测这样的社会因素对第二语言学习的确切影响，但是当我们试图理解影响学习成功的变量时，不能忽视语言存在于具体的社会语境中这一事实。儿童和成人对社会动力学和权力关系都很敏感。 |
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来自： 昵称70926123 > 《待分类》
