English Learning motivation
【Abstract】 motivation that affects an important factor in English language learning, this article from the English learning motivation to write papers on behalf of the role of the types of English learning motivation, the impact of English learning motivation factors and stimulate English learning dynamic methods to describe this view.
【Key words】 English learning motivation to stimulate
Motivation has always been regarded as the impact of English language learning an important factor. The purpose of learning English is to gain knowledge of English to use English for communication. It is a point to learning task force of the desire for knowledge. This article discusses the following aspects will be driving force for the English learning an important factor:
First, motivation for the role of English language learning
The real need to generate real momentum, this need can be life, the reality of the needs, can also be psychological, spiritual needs. Students studying abroad to master the English language, go to work in foreign invested enterprises must master the English language, have these needs, we will have the motivation to learn, you can master the English language. Red Army can be overcome almost impossible to overcome the difficulties and desperate to finish the long march routes, this is because the real needs, the needs of survival, so that they spread the achievements of the age-old miracle.
Learning English have a greater motivation. Every time you sit down to study, whether at home or in the language center will need to concentrate on short-term driving force for reading and listening, but more needs long-term driving force, to ensure the regular day to do such a thing - this is the most difficult. So many people started learning English, some time soon to give up - we can learn English is not a continuous improvement process, but through a series of sudden increase and it seems that there is no change in the interval stage, and this is the so-called "plateau effect . "
In short motivation for learning English has an important effect, so the learning of English learners in the process of learning to keep the momentum. And this momentum must be a very urgent, time to remind you to learn English, which must also be a very strong motivation to drive you to learn to overcome any difficulties on the road.
Second, the type of motivation
Many linguists believe that the formation of motivation There are two main causes: a target from the students (target language) of their own interests, that is, into the dynamic type (integrative motivation). The so-called integration, is the target language learners to understand the society or have a special interest in the hope that exchanges with or close to, or expect to take part in or to integrate into the society of social life. Another driving force is a tool-type (instrumental motivation), refers to the aim of learners receive financial benefits or other benefits, such as through an examination to obtain scholarships, competent job, mentioning the post promotions.
Both Gardner and Lambert will be the driving force to learn English has done essentially the same division. They pointed out that: "integration-type dynamic (integrative motivation) arise from learners look forward to working with the language of cultural assimilation of this desire, and the learning objectives of the event as a career, that is performance-based driving force as a tool (instrumental motivation)". Ellis also commented: "In some cases, perhaps a combination of better promotion of English studies." He also said that people learning English, only one driving force for the situation is rare, many people may be learning achievements with these two closely related to motivation.
China's Wen Qiufang scholars will be classified as English learning motivation dynamic surface (surface motive) and deep driving force (deep motive), and pointed out that the surface dynamics usually associated with individuals directly related to the future, power from the outside; deep motivation and learning are generally not personal future and economic interests directly linked to, motivation comes from the English language or culture of their own interests.
Third, the impact of English learning motivation factor
The impact of English learning motivation factors, mainly from two aspects: the students themselves and the external environment. Some linguists, such as Ellis has used the term "inherent (intrinsic) and external (extrinsic)" two terms. Internal factors mainly refer to those and learners personality-related factors, such as interest, emotional, self-esteem, self-confidence, a sense of achievement and so on, of course, talent, intelligence and other factors. As we all know, the majority of Chinese students belonging to an inward-looking character. In with people, especially in dealings with foreigners, often show symptoms of nervousness. Sometimes, they prefer to remain silent, do not want to slip of the tongue in the conversation took place. If they find that their wrong, they will be because of "loss of face" and remorse. Stevick said that this man-made "defensive learners" (defensive learners). These internal factors undoubtedly English Learning to overcome obstacles.
Compared with the internal factors, external factors involved in a wider range, including environmental impact, class arrangement, teaching materials factors, the role of teachers and so on. If the classroom environment too, it will directly affect the mood of the learner, but also dispersed learner's attention. Class materials and unreasonable arrangements, study the effect of certain well, learners will lose interest in learning. If a teacher is a single rigid teaching methods, the lack of flexibility, learners will find boring, then they
Listening, speaking English and other basic skills can not be well improved.
Fourth, the driving force to stimulate English learning method
First of all, would like to learn English well, first of all, to cultivate their enthusiasm for English. Einstein once said: "Love is the best teacher." Interested in the quality of a potential, it can stimulate students in learning activities and the pursuit of loving psychological tendency, it is to overcome difficulties and promote the learning activities of the internal momentum . This shows that student interest in learning can not only translate into motivation, but also can promote the development of intelligent students to achieve the purpose of the enhancement of learning effectiveness; the contrary, the students that if they lose interest in learning, learning will no longer be a happy thing , but a heavy burden, the learning outcomes can be imagined. Therefore, interest in learning English is a huge driving force, interest in learning English more concentrated, the enthusiasm of learning the higher the effect of learning, the better. In English teaching, we must continue to enable students to create a keen interest in the conditions, the environment and atmosphere in order to achieve a multiplier effect.
Secondly, we should be good at self-learning initiative to mobilize. To consciously establish learning objectives, develop study plans, summarized learning methods, the establishment of cognitive structures. From the study of knowledge, problem-solving process to obtain a sense of satisfaction and excitement active state of mind to face the English language knowledge and skills, in strengthening the basic knowledge and basic training at the same time, so that the basis of knowledge transfer for the language skills, and developed into the use of English communicative ability.
Establish clear learning goals. In a certain sense, the motivation to learn the source of enthusiasm. However, there is a need not only a clear learning objectives, which need only a potential state, but also can not become a driving force for promoting the learning activities. In order to help learners clear learning goals, the best teachers in a pre-school classes, the next section to learn lessons, as well as the objective should be to make learners eager to clarify the issue, so as to stimulate their intellectual curiosity.
For those in schools to learn English people, to create the atmosphere relaxed and happy to learn the key is for teachers to have students feel. Teaching is not only the relationship between teaching and learning, but also the feelings of both teachers and students, exchange of ideas and activities. Teacher-student relationship directly restricts students emotion and will, affect their motivation. If it is a favorite teacher of students into the classroom, classroom atmosphere will be very active, interested students will be felt. Instead, the students do not like a teacher, mistrust, even hate, fear, then of course he will not teach an interest in, and even"Yin-ye-fei-shi"(因噎废食), detests the course. Emotion can be seen is the first element of the success of teaching, emotion is the soul of students to open the windows key. This requires a positive change in the role of teachers, attention to emotional investment, with their sincere love to arouse students resonance, so that a more harmonious relationship between teachers and students.
All in all, a stable and lasting hobbies, clear and appropriate goals, easy and pleasant learning atmosphere, can greatly stimulate the motivation to learn English to help learners to solve problems in English learning to stimulate the enthusiasm of English language learning, digging English learning potential.
References:
[1] Wen Qiufang. "English learner motivation, concepts, strategies are also characterized by changes in the law," "Foreign Language Teaching and Research" 2001 (3).
[2] the early Ming Wang. "Foreign Language Learning in the cognitive and affective needs", "Foreign sector", 1991 (4).
[3]Yang Guo-Jun. "On the driving force to strengthen English learning strategy", "Foreign sector", 2002 (3).
[4] Liu Dong floor. "Foreign Language Teaching Thoughts motives", "Foreign Language Teaching" in 2002 (7).
[5] Joseph Rose, Joseph Ruoping. "English achievement and achievement motivation, a state of anxiety-related research," "Foreign Language Teaching and Research" 2001 (3).
仅供参考，请自借鉴
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语言是交际工具、思维工具、认知工具， 文化 的载体、信息(知识、情报、资料)的载体。下文是我为大家整理的关于英语语言文化论文的 范文 ，欢迎大家阅读参考!
关于英语语言文化论文篇1
浅谈英语语言中姓氏的文化内涵
摘要：每个人都拥有自己的姓氏，它作为一种符号，构成了文化载体的一个重要部分。作为一种较为特殊的文化现象，英语姓氏有着极其复杂的构成和来源，其中可能埋藏着历史、经济、文化、地理等众多因素。对于接触语言、文化的研究者，探析英文姓氏来源的工作十分必要。本文尝试探索英语姓氏的演变历程，从而揭开现代英文姓氏与其本源的关系。这必将对英文教学以及加深学生了解 英语文化 具有重要意义。
关键词：英语姓氏 来源 文化 英语语言
自从有了文明，人类为了便于繁衍生息、交流沟通，就发明了姓氏。随着历史进程和社会的发展，姓名的构成和习用逐步形成。每人都有属于自己的姓氏，它作为一种符号，构成了文化载体的一个重要部分。作为一种较为特殊的文化现象，英语姓氏有着极其复杂的构成和来源，其中可能埋藏着历史、经济、文化、地理等诸多的因素。对于 学习英语 语言的人来说，探析英文中的姓氏来源，具有重要的意义。
古代英国在经历了多次外族入侵，才得以形成英语民族及其语言。这是以盎格鲁撒克逊人和凯尔特人为主的世界上众多民族共同努力的结果。
到了近代，英语民族的活动舞台随着大英帝国不断向海外的扩张而进一步扩展，也就更大范围地吸收了其他民族的血统和语言。其中，尤以美利坚民族和美国英语的形成最为典型。
这自然也就让英语姓名系统变的更加复杂化。尤其是在现、当代，英语民族血统进一步多元化，英语语言体系进一步扩大化，这当归功于大批涌入英语国家或地区的移民。尽管外来移民的姓名不断被英语同化，但多多少少都会保持原民族的某些特征。据英美 姓名学 家统计，如今英语姓名的语源就与三十多个大小语种相关。下面，我们着重来看英语姓名在其本土的演化发展过程。
在英伦三岛被诺曼底人入侵以前，即公元1006年的诺曼征服前，英国人没有姓，只有名。
英国封建主义的高峰是在公元9世纪到15世纪。在手工业和商业发展的基础上，商业关系与市场关系不断加强，英国人口也急剧增加。由于备选的个人名的数量远不能满足剧增的人口需要，所以越来越多的人只好选择了相同的名字作为个人名。这样当同名的人相遇或同居相处时，问题就产生了，通常会出现诸如呼此彼应、一呼几应之类的误会。所以，人们就在自己的名字上添个词来区别。于是，英语民族的先民们便开始在个人名后面添加个人附加名，作为区分同名人的手段，以增强人名的社会区分职能。
个人附加名大多是本人的出生地名、职业名称或着绰号等。例如，一个名叫 Mike 的人，如果他的职业是渔夫(the Fisherman)，人们就叫他 Mike the Fisherman(渔夫麦克)。如果一个人的名叫作 Hen-rye，而他出生于牛津(Cambridge)，人们就习惯性地称呼他为 Henry of Cambridge(牛津的亨利)。个人附加名并不世袭，因此还是在个人名的范畴内，而“正宗”的英语姓往往是由个人附加名发展而来的。例如，Mike the Fisherman 和 Henry of Cam-bridge 分别演化成 Mike Fisherman(麦克?费士曼)和 Henry Cambridge(亨利?剑桥)。
到了十七世纪，英国的封建制度逐步腐朽没落，而资产阶级却迅速发展。于是，社会经济不断发展，科技文化不断进步，英国人口也急剧上升，人们联系日益密切，而随之出现的同名现象给人们的交往带来了不少麻烦。以防混淆，人们便在附加名和姓之间再添加一个或多个词来进一步区别。后来加上可变的中间名(middle name)。例如： George McadamSmith，其中的“Macadam”即为可变的中间名。
那么姓又是何时在美国出现的呢? 一些学者的结论是美国的姓始自公元 1000 年。其实，在 1492年美洲新大陆被哥伦布“发现”之前，现在美国境内的原始居民，即土著印第安人没有姓，只有个人名。姓是随着 16 世纪欧洲白人的到来才开始出现的。16 至 17 世纪，英国移民及其后裔姓名的基本构成部分是名和姓，如法学家 James Iredell。从 18 世纪起，由于英籍移民的增加和社会联系的增多，美利坚人作为全美的主体民族也开始用中间名(Middle name )了。现 在 我 们 熟 悉 的 前 总 统 George W.Bush，他的名字就是这种情况。
英语姓氏经过了若干年的发展，以变得纷繁复杂，来源更是多种多样，但是有些来源却是相同的。一种是来自地名。世界各民族的姓都和地名有密切关系 ，英姓中也有类似情况，如由祖先居住的地名而沿用下来的“Arlington”、“Ford”、“Scott”等姓。还有的是起源于行业名。在中世纪后期，英国经济曾突发地繁荣，各种手工业如雨后春笋般兴起，于是人们就根据职业或者工种来决定自己的姓。现今较为常见的有“Archer”(弓箭手)、“Butcher”(屠夫 )、“Glover”(手套商)、“Harper”(竖琴师)、“Locker”(仓库保管员)、“Potter”(陶工)、“Smith”(金属工 )等等。这些姓在一定程度上折射出当时的社会环境及经济发展情况。另外，贵族等的头衔也是来源之一。
有些姓最初是一些贵族家庭用来称呼一家之长的，后来为了永保家族荣誉感，便将他们传给了后代，代代相传就渐渐成了姓。“Constable”(王室总管)、“Judge”(审判官)、“King”(国王)、“Mar-shall”(元帅 )等便是此类英姓中常见的。这正是封建社会烙下的印迹。动物也给英语姓氏的产生做出了贡献。
某些人出于对动植物的崇拜和赞颂，就把它们的名称拿来作自己的姓。常见的如“Bird”(鸟)、“Fish”(鱼)、“Lion”(狮子)、“Swan”(天鹅)、“Wolf”(狼 )等，以及 Wood”(森林)、“Apple”(苹果)、“Flower”(花 )、“Bush”(灌木丛 )、“Rose”(玫瑰花 )等。还有一些英文姓氏来源于颜色的名称： 英语中的“Brown”(棕色的)、“Pink”(粉红色的)、“Red”(红色的)、“Silver”(银白色的)、“White”(白色的)等就是如此。江河湖海等
通过以上简单的回顾分析，我们不难看出，英语的姓氏来源十分广博，其历史成因也非常复杂。正是由于各种多变因素的参与，才导致英文姓氏的演变这般有趣。由于姓氏与人类各种社会活动休戚相关，因此才具有非凡的意义。进一步地研究英语姓氏来源可以帮助我们加深对西方的认识，促进中西文化的交流。并且，对于引导学生更加深刻地理解英语文化也具有重要意义。
参考文献：
[1] 关翠琼.英语姓氏的起源[J].写作，2006，(22).
关于英语语言文化论文篇2
浅论英语语言文化内涵的多元化英语教学
摘要：从跨文化交际视域和语言运用的层面上诠释文化在英语语言使用中所蕴涵的多样性、内在丰富性以及该语言与其所承载的文化间密不可分的联系是世界多元文化格局的要求。可为多元文化区域内如何学习吸纳异域语言，借鉴、融合异域文化进行跨文化交际提供一个语言与文化相结合的新的理论研究空间。
关键词：文化内涵;多元化;英语教学
一、语言与文化
语言与文化相辅相承，密不可分。语言是文化的特殊载体，文化是民族的灵魂和精神支柱，文化影响和制约着语言交际的过程和效果。语言作为交际工具，可以表达客体的概念意义;此外，作为文化的载体，还蕴涵着该语言的民族文化含义和文化心理。
二、英语与英语文化
人们在学习英语过程中，主要通过阅读了解对象国的社会风貌，文化风俗，而阅读材料多出自一两个母语国。于是有些人就认定“英语这种语言和某一两个使用英语的国家的文化是密不可分的。” 这是一种错觉，因为这种理论不能充分解释英语作为跨文化交际的媒介的作用。这些人所说的“语言既不是抽象的'人类语言'，也不是微观到个人的'言语'，而是指一个国家、一个地区、一个部族的语言。” 因此，似乎可得出这样的推论--英国文化即英语文化。但这种错觉是由于混淆文化离不开语言，与一定的文化离不开某一具体的语言之间的界限而产生的。所以切不可在语种与文化之间划等号。因为，今天的English culture(英语文化)一词包含甚广。
三、多元的英语文化
从社会语言学角度看今天的English culture(广义的英语文化)具有多元性，其内容可以涵指：①英国文化;②以英语为母语国家的文化，即狭义的英语文化，如美国文化，加拿大文化，新西兰文化，澳大利亚文化及加勒比海地区部分国家的文化;③以英语为传播媒介的非英语、非西方文化;④古希腊和古罗马文明的文化内容。
毋庸置疑，英语运载着英美文化。作为以英美为代表的母语国家的语言，英语承载主流社会的文化，同时也担当非主流的、非英语移民社团与主流社会的交际媒介。如果英语不具备跨文化运载能力，身居于纽约市约25万的华人是无法同美国主流社会交流的(当然他们的交流是通过那些懂英语的移民来进行的)。由此看来，英语是英美文化的载体，推而广之英语是西方文化的载体，同时英语也是外来的、非英美的、非西方文化的载体。另外，作为外语型国家(如中国)的国际交流语言工具，它反映的是该国的政府的政治立场和人民的文化生活(即在中国是中国文化的载体，在南非是南非文化的载体)。
四、英语与各国的文化之间的关系
作为国际交流语言的英语与各国的文化之间是怎样的关系呢?可以用变化着的对抗融合关系来概括。世界语言——英语正作为母语国家和第二语言型国家的内部语言而被使用，同时，还作为英语国家与非英语国家，非英语国家与非英语国家的交流工具而被广泛使用。
在使用中，英语本身固载着的西方人的逻辑和传统与该地的使用者的母语逻辑和民族传统规范不断产生“碰撞”，即所谓的英语与该国文化的对抗;而随着时间的推移与环境的适应，某些英语本身固载着的东西，甚至某些“碰撞”，竟然在该国文化环境下留存下来，即所谓的英语与该国文化的融合。在世界上的多元文化区域内，时时都在进行着学习吸纳异域语言，借鉴、融合异域文化进行跨文化交际活动。
五、英语语言文化内涵的多元化与英语教学
“作为世界语言，英语的文化内涵是多元的，既包括西方文化要素，也包括东方文化要素;既有__的元素，也有佛教和伊斯兰教的元素。” 由此可见，英语语言教学中要充分考虑英语语言文化的多元化对英语教学过程及效果的影响。因此， 教育 者应注意以下几方面的问题：
1.创设立体化教学环境，避免与当地文化对抗，真正实现语言和文化的协调。
英语语言文化教学要创设立体化教学环境，是指把语言文化教学的三维即学习者、学习者将来使用语言的目的环境及学习者当时的学习和生活环境有机地统一起来，构成立体的课堂结构。以中国的英语教学为例，“英语基本是中国人教，中国人学，在中国用”。在此环境中，“中国文化始终占支配地位，异域文化的输入只能起补充作用。”
Smith 在1981年曾指出：“一种语言一旦成为国际性的，它就不可能恪守一种文化规约。” 也就是说为了用英语跟菲律宾人做生意，中国人并不需要学习欣赏英国的生活方式，也不需要发标准的英国音。近年由于英语文化教学意识的加强，教师在英语语言教学过程中一味的强调异域文化的某些规约，强调片面的语言和文化的协调。殊不知他们忽视了学习者当时的学习和生活环境，其结果是“语言似乎纯粹了，但协调被破坏了，因为犯了与当地文化对抗的错误。” 所以，切不可忘记英语运载着的中国文化。
2.正确理解学校课程的作用。
对于少数将要从事与异域文化密切相关的工作的人来说，了解对象国的文化是必要的。即使这样学校的课程也只能起到指导作用，正如我们在上面提到的教学中只顾遵循课本内容(英语的文化规约)，不能正确做到因时因地制宜(指的是不能按照言语事件发生的现实环境即学习者当时的学习和生活环境来决定材料的选择，来确定言语的适宜度)，那么教学中的某些行为将导致文化误导现象的产生。因此，要正确理解学校课程的作用，切不可片面夸大其作用。“要了解异国文化的全貌并能在实践中适应它，非得深入其地住上一段时间不可”。
3.补充教学力量，聘请母语使用者任教。
为了补充教学力量，我们请了很多母语使用者来教书。他们应该清楚的意识到英语是多元文化的载体。来中国任教的人应该接受过必要的训练，对在这一异域文化(中国文化)中“交流时可能遇到的文化歧异有必要的思想准备，这样他们便不会因为听到一个不顺耳的招呼而变得愤怒，不会因为对方的自谦自贬而大惑不解。” 师生必须认识到 “学生的文化环境是文化课的起点，对象国的文化环境是终点”。只有起点确定了，师生才能最终顺利达到终点。
切不可本末倒置，在学习之初教师便一味地将对象国的文化环境强加给学生(将终点作为了起点)。“从这个意义上讲，教师了解学生的文化环境要比让学生了解教师将把他们引进的文化环境更重要。” 而在现实的教学实践当中，外籍教师若对学生所在的文化环境一无所知，仅把对象国的文化规约呈现在课堂上，不顾冒着与该国文化产生对抗的风险，让学生模仿并接受，可想而知将会受到怎样的教学效果。
在世界范围内，不同民族、不同语言相互接触交流形成了一个多元文化格局。语言是文化的载体，而英语已成为多元文化的载体。面对跨文化交际的需要，英语语言文化教育成为高校英语教育中不可忽视的重要内容。明确英语是多元文化的载体这一事实，从跨文化交际视野中研究英语语言与其所承载的文化之间的关系。这无疑将对原有的英语语言文化教学理念和 方法 提出挑战。从而为多元文化区域如何学习吸纳异域语言，借鉴、融合异域文化进行跨文化交际提供一个语言与文化相结合的新理论研究空间。
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