hwsy@overseaen.comISSN 1009 5039htp://www.overseaen.comOversas English 海外英語Tel:+86- -551- -5690811 5690812Process-oriented Approach to Motivating Learners: Its Implications and Applications劉毅',羅臘梅’(1.四川外語學(xué)院重慶南方翻譯學(xué)院，重慶401120:2.四川外語學(xué)院重慶南方翻譯學(xué)院，重慶401120)Abstract: Drawn upon Domnyei' s moivaional study, this paper arims to explore the implications that process-oriented approach maybring and tries to shed light on some applications in Chinese EFL teaching context.Key words: process- oriented approach; implications; applications中圖分類號:G642文獻標(biāo)識碼:A 文章編號: 1009 -5039(2012)11-0259 -031 Motivationmeans of maintaining and strengthening motivation. During the f-L2 moltivation research was initiated in Canada, where bothnal stage of the module, students’motivation goes up because ofEnglish and French are used. Some nolable Canadian social psy-their intemal pressure of test or assignnient or exterual pressurechological researchers such as Robert Gardner, W alace Lambertfrom their leachers, parents or peers. After the lest or the term, stu-and Richard Clement broadly divide 12 motivation into two catego-dents may coapletely feel free and have no ideas aboul what to dories: integrative orientation and instrumental orientation. The for-next. Therefore, four implications will be discussed below 50 as tomer refers to a positive disposition toward the L2 group and the de-motivate students ffectively.sire to inleract with and even become similar to valued members of2.1 Creating the basic motivational conditionsthat communily: the laler is associated wilh the potential pragmaticeUndoubtedly, teachers have responsibilities to deaign and cre-gains of L2 proficiency, such as gelting a better job or a higher sala-te motivutional leaming atmosphere where students may get im-mersed. Firstly, a teacler should be with passion and love towardsDornyei (2003: 614) defines motivtion 8“motivation is地students. In ouher words, a leacher should be slf-molivated. To besponsible for why people devide to do something, how long they arespecific, the passion means an ability of strring up the classroomwilling Io susain the activity, and how hard they are going to pur-and the love means the teacher' s devotion and commitment to his/sue it.”In fact, many researchers have clained that L2 motiva-her career and students. Teacher' g personal charming such as hu-tion is a dynamic process with ups and duwns in leariers' psycho-morous, knowledguble. elegant or beautiful pronunciation can t-logcal flow. Dormyei and 0to (1998: 65) specify that " moivationtract students to a degree of being alike the leacher. Secondly, acan be defined as the dynamically changing cumulative arousal inteacher should frequendly show his/her concems to students, espe-a person thal initiates, directs, coordinates, amplifies, terminates,cially caring about their progress. Students may feel neglected, if aand evaluates the cognitive and motor proceses whereby initialteacher just gives lectures without asking their dificulies, givingwishes and desires are selected, prioritised, operationalised andtheir feiback and commenting on their status of learming no mat-(sucessfully or usussully acted oul."ter progressing or lagging off. In the meanwhile, a teacher shouldDornyei further indicates a new approach to motiv ation study:be impartial to every student instead of caring too much about fewprocc- oriented approach. ht comprises three stages: preactionalparticular students in case of resuling in vther students’grudgesstage. or choice motivation; actional stage or executive motivation;and demotivaion. Thirdly, a good relationship with sludents playsposlactional stage or motivational retrospection. This paper aims toan important role in creating motivational atmosphere. It is easierexplore the implicaions that process- -oriented approach may bring.said than done, because it means that mulual tnust and respect2 Implications of Process -oriented Approachshould be established between the leacher and every individual stu-Motivation is a constanly fluctuated variable which may be in-dent. The teacher should let students know that he/she acceptsthem and can tolerate their faulis. He/she will spare: much of his/fluenced by many factors. Students’motivation toward leaming aher lime to listen w the students and conrounicate with them suchL2 is not a stable but dynamic process with ebb and flow. For exam-a朗knowing ahout students’interesls and needs. their feedback to-ple, students are highly molivated at the commence stage of a mod-wards the class and their atitude towards a teacher.ule or atending a new iteacher' s class. Their motivation may grad-ually go down as the module goes on due to the inappropriate2.2 Generating initial motivation中國煤化工TYHCNMHG收稿日期:2012-03-23修回日期:2012-04-25作者簡介:劉毅(1979-),男,四川樂山人,講師,主要研究方向為應(yīng)用語言學(xué);羅臘梅(1981-),女,重慶人,講師,主要研究方向為教育學(xué)原理和教育管理。栳目餐任編輯:謝娘蟥h管、N通短感1259Overseas English海井其語2012年06月Domyei (2001) argues thal although students' inbom curiosi-more motivated than are those who attribute outcomes to extemalty and intinsice pleasure of leaning are notable, students'causes such as luck, a teacher' S moods, or the diffculty of ation in L2 clasroom will not be automatically there, unlesB thetask."teacher purposefully does something to trigger their positive ati-Therefore, the teacher should have a positive atitude towardstudes towards language learning. It is very Irue that students' firststudents’faults, encourage their self-repair and enhance theirimpresion of an L2 clas may inluence their molivation for a longsel-confidence, because leacher' s appraisal and feedback playterm. A teacher, as he/she is the designer and itiator of the class,an inportant role in students’self evaluation. The leacher can en-playe a significant role in generaling students' initial motivation.courage students to have positive retrospections and atributions inIntrinsic motivation is something innate among students who aretheir L2 leaming. Thus, fresher and stronger motivation in nextspontaneously curious about a second language. Thereby, it is vitalround of L2 leaming may be generated and a good circle of learm-to give students a fairly good first impresion and arouse their curi-ing could be shaped.osity and atention at the very beginning. For example, a teacher3 Practical Applications of Process- oriented Ap-may introduce students some fresh and odd exotic stories or real sit-proachuations, demonstrate pictures or videos from foreign countries toDrawn upon the implications of process-oriented approach,them and strike students with the fluent tones and intonation of aseveral methods of motivating students will be discussed below12 language.To generate and amplify students' integrative molivatin iswith the focus on teacbers’role.another good way of motirating students. A teacher miy achieve it3.1 Creating a comfortable learning atmospherethrough L2 culture immersion and arousing student' cross -cul.ture awareness. The teacher can provide stludents with newspaper,the most face-threatening school subjects because of the pressuremagazines, music and video products related to L2 cullure. He/sheof having to operate using a rather limited code." Thus, to ecreate acan also try to creale authentie 12 lasroom by inviting nativecomforable learning atnosphere should be the teacher' S priority.speakers.The teacher may fnstly spend some time talking with students andWhen learning a L2, students may want 1o know what theystudy for. Therefore, instrumental motivation can be stimulated bymal and irelevant to their studies. It takes a couple of weeks to e8-presenting some successful learmers'stories, such as working in atablish a good relationship with students. While the harmony be-foreign company with a high salary or going abroad to study. To gettween teacher and students is constructed, students may not feela high score in test may be one aspect of instrumental moivation,the pressure from the teacher and dare to take risks in respondingbut a teacher may not talk about it much at the beginning stage ofthe teacher in class. Besides a good rapport in class, the teacher isL2 learming, because tests may lead students to feel pressure andsupposed to have more comnunication with students after clas, be-cause their anxieties and worries, which may not be good to gener-cause this may help the teacher lo know about the students individ-ate students' initial motivation.ually.2.3 Maintaining and protecting motivationA sense of humour is a necessary ingredient in 2 clasrom,As mentioned abore, moivation is fuctuated with ebb andalthough it considerably depends on the teacher' 8 characteristics.flow, it is essential to explore approaches of maintaining and virtu-The teacher should play muli - facet roles, such as an actor, an ini-ally protecting students' moivation. First of all, a leacher shouldtiator, a promoter, in classroom instead of a dictator, and he/shetry to deliver the class in a motivating way. In other word, he/sheshould leave spaces for students to receive, play, act, enjoy, rlletshould make the class enjoyable and meaningful, because a boringand even dominate. Through hunours, not only the rapport betweenclass may ruin students’interest and intention lo learn. Then, stu)-teacher and students can be enhanced but also the relationshipdents should be guided to set goals in their studies. Last but notamong students is done as well. When this happens, an enjoyableleast, creating leamner autonomy is of the most significance in myand supportive atmosphere is established, students can feel free 10view. Students should be the centre of learning, while the teacher ismutually communicate with their teacher and peers without toojust an initiator and a guider. Moreover, students ’motivation inmuch considering making linguistic mislakes and being laughed at.In addition to acivitiese in and outside casroom to establishL2 learning cannot be simulated by teachers all the time, so pro-tecting their motivation grealy depends on students' self- moivat-good rapport with students, the teacher can futher fulfilit by em-ploying intemet 1o teaching. With the wide use of computer nowa-ing strategies or persistence of slflearming.days, students are generally interested in operating comnputers and2.4 Encouraging positive retrospective self. -evaluation.taking advanlage of intermet resources such as chatting online andAttribution theory refers to“the subjective reasons to whichwring blogs. Hence, intemet has provided a platform for inprov-we atribute our past successcs and failures considerably shape ouring teacher- -sludents interaction.notivational disposition underlying future action."(Domyei 2005:3.2中國煤化工stion and instrumental7月)。The way students atribute their sccesses and failures in L2mCNMHG.laming will afeet their future leaming. Crookes and SchmidtAs tor Integralive molvatuon, ntroducing L2 culture is a prior. :991: 482) argue that“students who think they control their own-: 馮learning and atribute success or failure to their own eforts areapproach to motivating students. The teacher can employ cultural260 / 11111 118.欄目責(zé)任編輯:湘媛嬡2012年06月.Overseas Englsh潘外其語issues in the teaching. These issues may inelude every aspect of au-pervasive during leaming process, students may gel puzzled, cor-thentic living in a L2 country or community and they can be embed-nered and frustrated, and sometimes, students may feel they areded in newspaper, magazincs, intemet resources, fims and TV pro-staying where they are no maller how hard they have tried. Then,grammes. Furthermore, the teacher' s personal experiences, over~ the teacher should encourage them at the critical moment by ana-seas experiences in particular, can dramatically arouse students'lysing students'’ strengths and weaknesses and tlling them theinterest in L2 community and motivation in leaming. In the mean-natural phenomena in leaming. The teacher can further show his/while, the teacher may arrange meetings with L2 speakers and in-her leamning experience to students. Praising students may also in-vite native epeakers to the class. The studenthould also be即erease their molivalion, epecially when a teacher gives positivecouraged to have somne authentic conversations with L2 speakers comment on students’studies.and it is easy to realise, because there are many foreign visitors inHowever, students’performance in class or in assignmentChina today. With the teacher' s help, students' inlegrative moti-may be individually different due to language aptitude difference.vation in L2 leaming may be furher boosted in the form of general-Some students’efurs in leaming may tum out t0 be unexpecteding ideas of studying abroad, positive contact with L2 group or beailures. The teacher, thus, should have strategies of tolerance anding part of L2 community.patience to save their face such as avoiding negaive feedback toIn Chinese educational system, English is placed in an inpor.students, showing cares to them and helping them find out the rea-tanl position, let alone English majors who are hoped to pass a se.sons of failure. Otherwise, students' self- -confidence may be幾ries of tests such as TEM- 4 and TEM-8. It is an enduring processined, so 8 their motivation. The teacher should require their fllowand many of the students feel the pressure of TEMs. In order tostudents slighuly diferent acconding to their individual diferencesavoid demotivaing etudents, the teacher should positively leadin 12 leaming. Moreover, the teacher should focus more on theirthem to undertake the tests. The teacher should help students faceparticipation and progress in learming instead of too cnitical aboutthe challenging positively instead of imposing much pressure on their language performance or outcome.their daily leaming. Students should also be cultivated an aware-The ability of enduring pressure and occasional failure is alsones that the purpose of lerning I2 is not for tests but for authen-important for students. According to a statistics, those students whotic communication. Moreover, teacher may moivate students by giv- are most likely to be sccessful are not the top ones in school buting instrumental examples such as sucessful graduation, workingthe upper-middle ones who are said to be more determinant andin a foreign company, earming a high salary, getting a higher socialenduring, because these students are of a comprehensive pergonali-sLalus and being more competive than other students.ty and harder lo be bealen by failures.3.3 How to maintain and protect motivation3.3.3 Creating learner autonomy3.3.1 Setting goalsSudents cannot be motivated by teachers all the time. Theyneed to develop autonomous learning either individually or inGenerally speaking, every student has goalsTEMs, sccessful graduation and finding a good job. However,group. Heron (1989) argues there are three different modes of facili-these gals are general long tem ones and a bit vague. Sub goalstation: " hierarchical. cooperative and autonomous” (Domyeican divide a long-lerm goal imto small pieces of assignments. With2001: 106), Hierarchical facilitation meane leaming happems undersmall assignments, students can bear them in mind and pursuethe teacher' s guidance and superision. And when students be-them progressively. Sub- goals may be easier to complete and in-come mature leamer, cooperative and autonomous mode of facilita-crease students' productivity. later. when they make a rflectivetion can be employed by teachers.self- evaluation, they can exactly know what they have achieved in4 Conclusiona certain period. The sub-goals should be made reasonably. as Mc~In a basis of Dormyei' 9 calegories of molivational teachingCombs and Pope (1994: 69) propose the“ABCD” of goals:practice, this paper has laid emphases on the implications und ap-Achievable: reasonable for your age and strengths;plications of process- oriented approach to motivaling students. ItBelievable: you need to believe your can accomplish it;is argued that teachers' tolerance and patience to students'Conceivable: clearly stated and measurable;faults and encouragement will be beneficial to their moivation.Desirable; you really want it, and others want it for you.Meanwhile, students ' awareness of enduring pressure and failureThe“ABCD”strategy is helpful for students to make theircan prolong their persistence in the process of motivation lux.individual goals. The teacher may act as an instructor who is reHowever, this work is not exhaustive and more work should be fur~sponsible for designing goals and examining to what extent stu-ther conducted on aspects such a leamer autonomy and strategiesdents have completed their goals.of face- -saving.3.3.2 Increasing self -confidenceReferences:If a student lacks self-confidence, he/she may easily give up[1] Crood中國煤化工B the research agndathe task without suficient dedication and eventually result in his/her failure. 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Encountering difculies areThames Vallcy Unievriy.199.4:43-69.(下轉(zhuǎn)第280頁)欄目睛任編料:淞媛嬡IUU八261Oversoas English潘外美i海2012年06月表2漢語化妝品說明書語篇中的情態(tài)操作詞的分布這些表傾向性的動詞主要是為了更好的表述相關(guān)產(chǎn)品的各種功效.雖然它們并不是以情態(tài)操作詞的形式表現(xiàn)出來.但[情態(tài)值1 情態(tài)操作詞頻率T百分比句中卻隱含著低值情態(tài)詞的意思。以上三句話可以轉(zhuǎn)換為:可(以)。可能能夠(能)讓你擁有年輕肌膚般的細(xì)嫩平滑,(會)令肌膚美白細(xì)膩、氐容易， 來得及75%宛若凝脂(可)使肌膚光滑水潤。好，會得以想(要)，有助于，5結(jié)束語中易于，便于125%綜上所述.該文分別從小句層面上的語氣系統(tǒng)和詞匯層面一定， 應(yīng)該，上的情態(tài)系統(tǒng),通過對化妝品說明書語篇實現(xiàn)人際意義時所表必須，務(wù)必%_現(xiàn)出的語言特征進行了分析和統(tǒng)計.筆者總結(jié)出以下兩大規(guī)總計100%律:1)漢語化妝品說明書在實現(xiàn)人際意義時,更多的偏向丁表從表2可以看出,漢語化妝品說明書語篇更傾向于使用低肯定意義的陳述語氣,通過陳述語氣提供產(chǎn)品的信息;感嘆語值情態(tài)操作詞,如“可[(以)”"“會”“能(夠)”,從而使讀者了解到氣表達強烈的情感的問時也潛意識地號召讀者趕快來體驗他們的產(chǎn)品;祈使語氣的使用最主要是提供產(chǎn)品的使用方法，以使用該產(chǎn)品可能獲得的良好效果。例如:(6)能迅速滲透人肌膚,改普皮下微循環(huán)...佰草集美白此拉近讀者與生產(chǎn)商的心理距離.引發(fā)他們的購買行為。2)漢語化妝品說明書更傾向于使用低值情態(tài)操作詞來描述產(chǎn)品的嫩膚面膜)(7)能持久有效補充皮膚.水.....薇姿溫泉礦物保濕精信息,使說明書語篇更具客觀性和可靠性.從而增強產(chǎn)品的有效性和真實性。華凝露)不同值的情態(tài)操作詞所表現(xiàn)的含義也不一樣。 使用低值參考文獻: .情態(tài)詞闡述產(chǎn)品功能時.更能體現(xiàn)產(chǎn)品功效的客觀性及?？縖1] Coulthard M.An Introduction 1o Discourse Analysis[M]Iondon:性,讀者也可根據(jù)自身情況白由選擇是否需要購買產(chǎn)品。中值Longman,1977.情態(tài)詞“易于,便于.想(要)“可以探視讀者的心理過程.并與讀[2] Hlliday M A K.An Introduction to Functional Crammar[M].Bei-者的想法達到不謀而合的目的。但是化妝品說明朽的目的主jingForeign Language Teaching and Research Pes2000要是勸服讀者購實化妝品.而非強迫讀者這樣做那樣做。因此[3]胡北麟朱永生,張德祿.系統(tǒng)功能語言學(xué)概論[M].北京北京大低姿態(tài)的軟銷售方式讀者更易接受。但中俏情態(tài)詞的偶爾使學(xué)出版社,2006.用，可以表達生產(chǎn)商對自己產(chǎn)品的自信,并加深讀者對該產(chǎn)品[4]齊滬揚語氣詞與語氣系統(tǒng)[M].合肥:安徽教育出版社,2002.高質(zhì)量的印象,從而促使讀者消費。除了上述提到的二種低、[5]范文芳英語語氣隱喻[門,外國語20000中、高量俏的情態(tài)操作詞外,漢語說明書語篇還使用其他- -些[6]南興偉人際意義與語篇的建構(gòu)J],山東外語教學(xué),2004(1).表傾向性的動詞來替代情態(tài)操作詞,如“使”、“讓”和“令”等。[7]黃國文.語篇分析的理論與實踐- -廣告語篇研究[M).上海:上例如:海外語教育出版補2001.8]李戰(zhàn)子話語的人際意義研究[M].上海:上海外語教育出版社,(7)淡化細(xì)紋,讓:你擁有年輕肌膚般的細(xì)嫩平滑2002.(8)令肌膚美白細(xì)膩宛若凝脂。(9)深層清除肌膚污垢,補充水份.收斂毛細(xì)孔,使肌膚光[9]彭宜維.英漢語篇綜合對比[M].上海:上海外語教育出版社,2000.滑水潤。(上接第261頁)Language Aquitono0oforodeIakel.,2003:.89 -630.[3] Dormyei Z.Motivational Sralegies in the language Claseroom[M].[5] Dornyei Z.The Payehology of the [anguage Leamer[M]ILondon:Cambridge:Cambridge Univernily Press,2001.Lawrence Erlbaum Asociate,2005.[4] Dornyei 7,Skehan P.Individual Dffrrence in Second Language[6] MeCombs B L,Pope J E.Motivating Hard to Reach Students[M].Learming[M/]/Doughty C J,Long M H.The Handbook of SecondW ashington,DC:American Psychological Association,19949.中國煤化工MYHCNMHG280冰W//1//11d.栳目貴任犏舞:澈嬡嬡