【導(dǎo)讀】Jakobovits經(jīng)過(guò)調(diào)查發(fā)現(xiàn)，影響外語(yǔ)學(xué)習(xí)的幾個(gè)因素中，動(dòng)機(jī)占。33％，與才能所占比重持平。個(gè)體因素中最具能動(dòng)性的因素之一”。根據(jù)學(xué)習(xí)動(dòng)機(jī)來(lái)源，可以分為內(nèi)部學(xué)習(xí)動(dòng)機(jī)和外部學(xué)習(xí)動(dòng)。這種劃分對(duì)教育實(shí)踐有重要的應(yīng)用價(jià)值。內(nèi)部動(dòng)機(jī)是指學(xué)習(xí)活動(dòng)本身能使學(xué)。生得到情緒上的滿足，從而產(chǎn)生成就感，在教學(xué)中比較常用。效能論、期望—價(jià)值理論等都可以指導(dǎo)激發(fā)學(xué)生的。同時(shí)，由聯(lián)結(jié)主義學(xué)習(xí)理論家提出的強(qiáng)化理論可以指導(dǎo)激發(fā)學(xué)生的外。部動(dòng)機(jī),例如很多學(xué)生想得到老師的獎(jiǎng)勵(lì)和表?yè)P(yáng)等。然而以前的研究還是多集中。作者以認(rèn)知主義當(dāng)中的歸因理論和成就動(dòng)機(jī)理論，[3]杜福興.20xx.談?dòng)⒄Z(yǔ)學(xué)習(xí)動(dòng)機(jī)及其激發(fā)與保持.外語(yǔ)教學(xué),24:51-58.

　　

【正文】 alysis of group dynamics, cooperation has more stimulation to students’ passion in learning than petition. As the Wikipedia says, collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on other’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.) In this teaching and learning mode, students are able to feel the enjoyment of learning, and the sense of success in the process of listening, reading, speaking and writing, to establish students’ confidence as well. In the long term, students may learn English actively, instead of passively. So that is the first principle of the collaborative learning—the principle of interest. In this new mode of class, students are put in the first place and their own groups finish those learning objectives in the interaction with their members and teachers. In that way, students will be more willing to participate in the English learning. So, that is the second principle. The third principle is the principle of equality, cooperation, and interaction. Based on the modern educational theories, we know that the essence of teaching and learning is the munication between teachers and students and among students as well. This process enpasses the interactions in all levels. Thus, following this principle is beneficial to the improvement of the process of learning and teaching. Next principle is about the principle of developmental assessment. In this kind of assessment, the group assessment is more important than individual assessment and more attention is paid to the evaluation on student’s interests, attitude, habits, learning methods and strategies. This new assessment, far different from traditional assessment, is helpful to motivate students’ learning interests, and cultivate their confidence. The last principle is the principle of prehensiveness. If teachers imply this collaborative learning mode, students’ language skills in all parts will be strengthened. To Familiarize Learners with the Target Language Culture 10 “Language is the carrier of culture and culture is the content of language. There is no language without culture content.” “As a mirror of culture, language is strongly influenced and shaped by culture”. They relay on each other since the birth of language and culture. This term“culture” refers to the total pattern of beliefs, customs, institutions, objects and techniques that characterize the life of a human munity. While, language is the most important one of culture and language also reflects culture, according to the definition and illustration of the integrative motivation, students who are most successful in English learning are those who admire the culture and have a desire to bee familiar with or even integrate in the society in which the language is used (Falk, 1978). Obviously, we can conclude that the cultural teaching in English teaching can arouse students’ learning motivation. In the process of cultural teaching, there are three principles need to be noticed: (1) the principle of relevance (2) the principle of parativeness (3) the principle appropriateness The principle of relevance demands the cultural events or activities introduced in English class should be closely related to the background of the target language. In addition, if possible, those resources should be authentic and close to learner’s life. In this way, students will learn a more practical skills and knowledge about English. If what they learned is often implied in their daily life, they may feel very motivated for the English. For the Chinese students, the culture clash and different background is the huge barrier for them to acquire English and municate with native speakers. However, it is exactly the cultural difference that can greatly motivate students’ interest in learning. Therefore, during the process in the teaching, especially at the beginning of the class, teachers should follow the parative principle. Then it will be easier for learners to avoid some mistakes when they municate with native speakers or face a new language item. The third principle refers that teachers should consider students’ capability and introduces cultural knowledge based on the task and objectives for this class. Besides, there is no doubt that the cultural knowledge has great impact on the 11 cultivation of students’ basic skills. For instances, when students are doing listening exercises ,they may know the meaning of every word but fail to understand the meaning of this whole passage only for the lack of the cultural information. It is the same with reading and writing. English materials inevitably convey western culture. Lacking the cultural background will definitely prevent students from understanding in reading and writing. Let’s take a Chinese word“黃 ” as an example. That word is usually equal to the meaning of pornographic. But in English, “blue” is used to express that implication, instead of yellow. That reflects that the difference of words’ connotations is the result of culture clash. So before students are exposed to those new materials (ep. idioms and literary works), more attention should be paid to the introduction of cultural knowledge. Also, undoubtedly, being exposed to the culture of the target language is indispensable for oral English because that people’s conversation usually conveys more implicit information about the culture than literal meaning. In daily life, we may find that some students can not municate with native speakers even they know every word in their conversation. Imagine that one diligent English learner can have the mon conversation with native speakers, what they will feel? This k