《二语习得与最新动机理论：定向动机流(共5页).doc》由会员分享，可在线阅读，更多相关《二语习得与最新动机理论：定向动机流(共5页).doc（5页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、精选优质文档-倾情为你奉上A Brief Introduction of A Newest L2 Motivational Construct:Directed Motivational CurrentAbstract: The Directed Motivational Current, which is proposed by Zoltn Drnyei and Christine Muir, can be described as an intense motivational drive capable of both stimulating and supporting long-te
2、rm behavior, such as learning a foreign language. Vision and goals are the critical central components within the construct. Many motivation theories such as dynamic systems theory, vision theory, future time perspective and especially the L2 Motivational Self System has explored the great power tha
3、t creating effective vision can harness. In this paper, we first discuss the current understanding of vision and Directed Motivational Currents, then analyze how they employed to create effective motivational pathway in language leaning environment (DrnyeiMuir, 2014). In the end, we discuss where th
4、e future research is necessary to develop. Keywords: Directed Motivational Current, L2 Motivational self system, vision, motivation1. Introduction Vision, can be defined as “the imitative representation of real or hypothetical events”(phamTaylor,1999,p.250), occurring “when a representation of the t
5、ype created during the initial phases of perception is present but the stimulus is not actually been perceived” (Kosslyn, Thompson,Ganis,2006, p.4 ). The term has been used so widely in diverse area in the social sciences. In 1990, Van Der Helm classified seven types of vision, but he finally argued
6、 that the core meaning of the concept is largely uniform, capturing the future, the ideal and the desire for deliberate change. Within the context of possible language selves, vision can be viewed as the sensory experience of a future goal state, or in other words, a personalized goal that the learn
7、er has made his or her own by adding to it the imagined reality of the goal experience(DrnyeiChan, 2013,pp.454-55). Actually, the brain has difficulty in distinguishing whether an event occurs in reality or from a detailed vision(Cox, 2012) and some scholars suggest that it is due to this that menta
8、l simulations gain their motivational power; by functioning within the constraints of reality we are able to believe them to be genuine possibilities(DrnyeiMuir, 2014). Such imagined realities can produce strong emotional reactions, allowing individuals to prepare coping and other strategies in adva
9、nce of the event itself, which means in this way, creating effective vision can inspired the motivational action so that push us on to achieve because in our visions we have already seen and experienced ourselves succeed. Currently, vision is at the forefront of the motivational innovation, and in r
10、ecent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Drnyeis L2 motivational self system have explored the power that creating effective power can harness and when viewed in conjunction with other current research avenue
11、such as future time perspective and dynamic systems theory, vision offers exciting potentials. A Directed Motivational Current is a new motivational construct that suggests is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energ
12、izes long-term, sustained behavior, and through placing vision and goals as critical central componets within this construct(DrnyeiMuir, 2014). Such a powerful current of motivation has also been described in non-language-related research, for example, by Harber, Zimbardo and Boyd (2003, p.262) as a
13、 “fast track,” which was evidenced in future-oriented students when compared to those who were more oriented towards the present. 2. Directed Motivational Currents (DMCs)2.1 Origins of DMC A Directed Motivational Current can be described as an intense motivational drive capable of both stimulating a
14、nd supporting long term behavior, such as learning. It draws from several prominent strands of current motivational understanding, including The L2 Motivational Self System, vision and dynamic systems theory.As mentioned in the first section above, a visionary intervention is able to allow us prepar
15、ing strategies before the event really happens. However, an isolated vision is easier to become a mere fantasy than inspiring the motivational action. It only can work by combining a potent vision of future self with a highly structured behavioral sequence, then we may be able to consciously create
16、a motivational surge of energy that can focus action towards a specific target in the future. Once it is correctly set up, such a motivational current may in fact become self-propelling just like a kind of motivational autopilot coming into force (DrnyeiMuir, 2014) when there is an intricate structu
17、re of sub-goals laid out along a clear path towards a well-defined vision, the level of motivation fuelling action will be kept on a continuously high plane, thereby facilitating ongoing momentum. This phenomenon is called a Directed Motivational Current(定向动机流). Therefore, we can think of vision as
18、the “D” of a Directed Motivational Current, directing and focusing the motivational endeavor like a fuel. 2.2 Makeup of DMCAlthough vision can govern our behavior in many ways, it doesnt always lead to immediate action and it may lie dormant for decades waiting for an appropriate time to emerge. In
19、contrast, a vision can also activate a special kind of motivational “fast track”. For example, imagine that a university student finishing a final dissertation; in the weeks leading up to the deadline, he might decline offers of hanging out with friends and work harder in order to succeed in produci
20、ng a piece of work which showed their abilities, thus ensuring they may be offered a dream jobthe vision which fuels the DMC (Drnyei & Muir, 2014). A DMC is representative of this kind of motivational drive; its created when a structured pathway is set up towards a vision; the pathway both reinforce
21、s momentum towards the vision and at each step intensifies it; in this way, a detailed vision (such as the dream job)of a possible future self acts as the fuel for this drive. Its not difficult to find that a DMC is clearly vision-oriented. It always happened in a pre-defined finishing line at a cer
22、tain point in the future, which allows for motivational vigor to be efficiently directed. Due to this, its not uncommon that after the goal has been achieved, an individuals life might feel tired both physically and mentally and take time to adjust back to the everyday routine before the DMC was act
23、ivated, because there was a temporary change of his life during the time leading up to achieve the goal. Although each DMC is by definition unique and guided by an individuals personal vision of a future self, there are still several common features which can be seen in every DMC. These characterist
24、ics can be considered “defining” of a DMC, as without any of these components a DMC could not emerge. First, a DMC is in every case directional; it hinges on a clear vision which is truly internalized. Therefore, how to create a vivid and thought-out images of our future selves is critical to the su
25、ccess of using vision as a motivational tool. Luckily, this subject has been made much progress particularly in sports psychology. Conclude from the imagery perspective (Vasquez& Buehler, 2007)and transportable identity (Zimmerman, 1998), Drnyei thinks that the first person or third person perspecti
26、ve (in the vision a person acts as the audience, looking down on themselves as actors )both Okay; for a visionary experience the process oriented imagery is more considerable; using transportable identity (a persons transpotable identity subsumes all the factors which come together to make a persons
27、 identity unique to them such as their sex, race, passions, fears) is vital. Secondly, a DMC requires a structure which is both salient and facilitative. This structure is created by setting frequent and varied sub-goals which offer tangible feedback of progress. Thirdly, the positive emotional load
28、ing follows on from the centrality of vision to the construct. The actor needs to strongly believe in the significance of each target and feel assured that each sub-goal is not only achievable but will contribute strongly to achieving the final vision. It allows mundane activities related to each su
29、b-goal to take on increased levels of significance, and for the strength of the overall vision to permeate throughout the entirety of the DMC, endowing each sub-goal with a uniqueness it would otherwise be without(Drnyei & Muir, 2014). The positive emotional loading of being on a rewarding journey s
30、tands as a final significant aspect of how a DMC comes to be self-propelling in the wake of a potent vision. 2.3 The key conditions of triggering the motivated action According to the L2 Motivational Self System (Drnyei, 2005), no matter how strong and detailed the vision can be, it wont be sufficie
31、nt to work without some key conditions. Drnyei and Ushioda(2011) offer the following summary of the conditions: 1. A learner must have an ideal self2. A learners ideal self must be elaborate and vivid.3. A learners ideal self must be sufficiently different from a learners present self. 4. A learner
32、must believe that its not comfortably certain that they will reach their goal.5. A leaners ideal self must be sufficient different from a learners present self. 6. A leaners ideal self must be contrasted by a feard self, depicting possible consequences should they fail to achieve their goals. 7. A l
33、earners ideal self must be contrasted by a feared self, depicting possible consequences should they fail to achieve their goals.8. A learners ideal self must be accompanied by procedural strategies, which allow for a roadmap to be created in the mind of the learner. The last point is of most crucial
34、 relevance from Drnyeis point of view. 3. Conclusion Using a detailed vision to activate the DMC seemingly is able to be a potential powerful tool to help learners to achieve goals, it helps focus on one thing during a time, and override the messy complexity of everyday life as it releases a great d
35、eal of goal-specific energy to fuel on- task behavior. However, there still remains a long way to go. The further research is needed to fully understand the initial conditions necessary for a DMC to be created and the optimal structural properties of the emerging surge. Reference1 李绍鹏. 二语习得动机理论研究新进展
36、J. 当代外语研究，2012(5)：43-47 2 夏玲玲. 关于动态系统理论与二语习得J. 中学生英语：外语教学与外语研究，2011(9)：87-883 Drnyei, Z., & Ushioda, E. (Eds.). (2009).Motivation, language identity and the L2 self.Bristol: Multilingual Matters.4 Drnyei, Z. (2012).Motivation in language learning. Shanghai: Shanghai Foreign Language Education Press5 Muir, C., & Drnyei, Z. (2013). Directed Motivational Currents：Using vision to create effective motivational pathways.Studies in Second Language Learning and Teaching, 3(3), 357-375.专心-专注-专业