本文英文原文選自《Success in English Teaching》(Paul Davis, Frank Pearse),第10、11頁,上海外語教育出版社出版,武太白翻譯。本文於微信公眾帳號「武太白金星人」首發,敬請轉發、分享,並歡迎微信掃描如下二維碼關注「武太白金星人」訂閱號:
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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 'belong' 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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譯文
絕大部分教師認為學習動力對英語教學的成功而言至關重要。然而,學習動力難以定義,也難以測量。所有的學生都有值得追求的、清晰的目標、在課堂上堅持使用英語、參與多種多樣的活動與互動、在犯錯與猶豫時得到老師的小心對待,從而具備了學習動力嗎?我們假定他們有。但我們也要認識到,動力是一種複雜的現象,並不是所有的學生都對教學有著同樣的反應。
某些動力因素可能是超出教師的影響力範圍的。一些學生參加課程的學習是因為他們近期在工作、學習中就要使用英語,或者想要學習英語因為他們熱愛「盎格魯——美利堅文化」。另一些學生可能不那麼積極,但知道他們很可能未來會用到英語。還有些學生是被安排來學這門課的,但沒有學習英語的欲望,並真切希望將來永遠用不到這種語言。對於第一類學生,對於教師的挑戰是要保持並利用他們來上課時就有的學習動力。對於最後一種,教師的挑戰是努力工作,使課程本身變得有趣、令人滿意。教師也需要設法讓那些不太積極的學生認識到,幾乎對任何人來說英語都可能在他們生命中的某個時刻起點什麼作用。
即便是對最開始不太積極的學生來說,恰當的目標也能給他們指明方向,令他們有學習的願望——換句話說,能夠增進學習動力。而實際交流中只要取得成果,都能增進動力。但「用英語有效交流」這一目標是如此龐大而模糊不清,對初學階段的學生來說也遙不可及。值得追求的、能夠達到的短期目標能夠令學生活動滿足感、成就感,從而進一步努力,去達成課程的主要目標。
即便規劃得最嚴密的活動,也只有在和學生的興趣、需要、追求相聯繫時才能增進學生的動力。教師應該設法了解學生的這些方面,並有針對性地進行備課。例如,青少年學生可能想要學會通過網際網路用英語進行交流,或者用流行歌曲進行活動。問問學生該有怎樣的話題和活動是個不錯的注意,還要讓他們把感興趣的材料帶到課堂上來。
話題是英語課堂教學中學習動力的一大來源。不少話題涉及個人興趣,比如音樂、電影、汽車、電腦、網際網路、寵物、運動等。如果學生對英國、美國或其他英語國家感興趣,選擇該國為主線的教材就能得到大量相關的主題。教師可能還要有能力使用從該國獲取到的真實材料,如報章雜誌的文章,流行歌曲以及電視節目錄像等。
當然,英語並不「屬於」具體的國家、社會或文化。如今,非母語者已經超過了英語母語者的人數,英語也經常被用於非母語者之間、非母語者與母語者之間的交流。這種世界性的視角在今年的多種教材中得到採用,對許多學生來說有著吸引力,也是準備活動和課堂主題的良好話題來源。同樣,教師要有能力使用真實語言材料,包括在本國出版的英語語言報章。
個性和關係對學習動力來說也很重要。教師的個性對一些學生來說更有吸引力,對另一些就不一定如此。教師不可能完全百變自己,但可以做些調整,可以自我培養一些東西。
比如,教師可以使用學生的名字,對其表示興趣,並努力表現出對學生公平公正。也可以就學生感興趣的話題加強學習,比如可以多了解青少年喜愛的流行音樂和電影、新車,以及機械和技術方面的新進展。
儘管理想情況下學生了解到自己的進步應該能夠增進學習動力,許多人仍然依賴於教師的反饋。如果教師清晰地告訴學生對他們的努力和進步感到滿意,這會非常鼓舞人心。在前一位教師反覆表達不滿之後,新老師表示滿意對學生來說可能是不小的驚喜呢!