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1、2009—2010學(xué)年論文Gardner’sMotivationTheoryinSLAContextinChina姓名：趙海秀學(xué)號：0801081030指導(dǎo)老師：孫平華教授13Gardner’sMotivationTheoryinSLAContextinChinaAbstract:ThispaperexploresGardner'ssocio-educationalmodelandthesignificanceofmotivationasacontributingfactorinsecondlanguage(L2)acquisition.Motivationisdefinedast
2、helearner'sorientationwithregardtothegoaloflearningasecondlanguage.Motivationisdividedintotwobasictypes:integrativeandinstrumental.Integrativemotivationischaracterizedbythelearner'spositiveattitudestowardsthetargetlanguagegroupandthedesiretointegrateintothetargetlanguagecommunity.Instrumentalm
3、otivationunderliesthegoaltogainsomesocialoreconomicrewardthroughL2achievement,thusreferringtoamorefunctionalreasonforlanguagelearning.Bothformsofmotivationareexaminedinlightofresearchwhichhasbeenundertakentoestablishthecorrelationbetweentheformofmotivationandsuccessfulsecondlanguageacquisition
4、.MotivationinChineseForeignLanguageLearningcontextisthendiscussedandstudieswhichhavebeenconductedinthefieldinvestigated.KeyWords:Motivation,IntegrativeandInstrumental,Context1.InstructionaboutGardner'sSocio-EducationalModelTheworkconductedbyGardnerintheareaofmotivationwaslargelyinfluencedbyMow
5、rer(anAmericanbornpsychologistandprofessorofpsychologyattheUniversityofIllinois),whosefocuswasonfirstlanguageacquisition.Mowrerproposedthatachild'ssuccesswhenlearningafirstlanguagecouldbeattributedtothedesiretogainidentitywithinthefamilyunitandthenthewiderlanguagecommunity.Usingthisasthebasisf
6、orresearch,Gardnerwentontoinvestigatemotivationasaninfluencingfactorinsecondlanguageacquisition.13Beforeexaminingtheeffectofmotivationonsecondlanguagelearningitisfirstimportanttorealizethatitisonevariable,which,combinedwithotherfactors,influencesalearner'ssuccess.Gardner(1982),inhissocio-educa
7、tionalmodel,identifiedanumberoffactorswhichareinterrelatedwhenlearningasecondlanguage.Unlikeotherresearchcarriedoutinthearea,Gardner'smodellooksspecificallyatsecondlanguageacquisitioninastructuredclassroomsettingratherthananaturalenviro
