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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Are MI and Motivation Catered for in EAP Textbooks?
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Are MI and Motivation Catered for in EAP Textbooks?

机译：EAP教科书中是否考虑了MI和动机？

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One of the most compelling, yet controversial new approaches to educational reform is Multiple Intelligences Theory, or MI. Recent advances in cognitive science, developmental psychology and neuroscience suggest that each person's intelligence is actually made up of autonomous faculties that can work individually or in concert with other faculties. Motivation has, on the other hand, been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language learning. According to Gardner (1985), there are two types of motivation: integrative and instrumental. An integratively motivated L2 learner shows interest in learning about the culture and the people of the target language, whereas an instrumentally motivated learner has more pragmatic considerations in his/her mind regarding L2 learning, such as obtaining a job or earning more money. Researchers (Arnold and Fonseca, 2004; Christison, 2005) argue that the base of intelligence and the type of motivation a learner possesses, affects the ways s/he favors certain materials and the ways s/he learns them. This study is an attempt to provide empirical evidence to the possible relation between the type and the base of intelligence and motivation, and learners’ satisfaction of EAP textbooks through the analysis of the data obtained from Student Textbook Evaluation Questionnaire, Multiple Intelligences Development Assessment Scales (MIDAS) Questionnaire, and Gardner's Motivation Test Battery (MTB). The results of the study showed that all the bases of intelligences could be found among the EAP students but logical-mathematical, spatial and interpersonal intelligences had the highest rates. The students were also instrumentally motivated and were somehow dissatisfied with their textbooks. Their dissatisfaction can be traced to the design, exercises and content of the textbook.
机译：多元智能理论（MI）是教育改革中最引人注目但最具争议的新方法之一。认知科学，发展心理学和神经科学方面的最新进展表明，每个人的智力实际上是由可以单独工作或与其他学院协同工作的自主学院组成的。另一方面，动机已被教师和研究人员广泛接受，因为动机是影响第二/外语学习的速度和成功的关键因素之一。根据加德纳（Gardner，1985）的观点，动机有两种：整合动机和工具动机。出于综合动机的第二语言学习者表现出对学习目标语言和人的兴趣，而出于综合动机的第二语言学习者对第二语言的学习具有更为务实的考虑，例如获得一份工作或赚更多的钱。研究人员（Arnold和Fonseca，2004; Christison，2005）认为，智力的基础和学习者拥有的动机类型，会影响他/他偏爱某些材料的方式以及他/他学习这些材料的方式。本研究旨在通过对学生课本评估问卷，多元智能发展评估量表（ MIDAS）问卷和Gardner的动机测试电池（MTB）。研究结果表明，在EAP学生中可以找到所有的智力基础，但是逻辑，数学，空间和人际交往的智力最高。学生们也受到工具性的激励，对他们的教科书不满意。他们的不满可以追溯到教科书的设计，练习和内容。

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