Teaching by Principles：A View on the Anticipation of Reward from a Motivational Perspective

（江西師范大學外國語學院，江西 南昌 330000）

【Abstract】： H.Douglas Brown states twelve overarching principles of second language learning among which I value the anticipation of award as the most influential one in SLA. This essay is written on the basis of relevant researches and studies on the motivational factors behind English learning among Chinese middle school students and college students，by which I hope to arouse the awareness of English teachers in China.

【Key words】： second language acquisition；the anticipation of reward；learning motivation

1.Introduction

B.F.Skinner and other behaviorists have demonstrated the strength of rewards in both animal and human behavior，virtually everything that we do is inspired and driven by a sense of purpose or goal. According to H.Douglas Brown，Motivation is the extent to which you make choices about （a）goals to pursue and （b）the effort you will devote to that pursuit. As for English learning，motivation plays a vital role in determining how much the leaner will devote to the task，how long will their attention last and with what strategies they will maximize the efficiency of the task.

2.The Anticipation of Reward

Skinner holds the view that the anticipation of reward is the most powerful factor in directing one’s behavior.The principle behind Skinner’s operant conditioning paradigm might be briefly stated as follows： Human beings are universally driven to act，or “behave，”by the anticipation of some sort of reward---tangible or intangible，short term or long term---that will ensue as a result of the behavior.

2.1Relevant Theories：

2.1.1 Skinner’s Operant Conditioning Model and Reinforcement Theory

Human beings，like other living organisms，will pursue a goal because they perceive a reward for doing so，this reward serves to reinforce behavior：to cause it to persist.

2.1.2 Drive Theory

David Ausubel（1968） elaborated on six different drives： exploration， manipulation， activity， stimulation， knowledge， ego enhancement. Physical stimulation which is stated here is one form of the anticipation of reward.

2.1.3 Maslow’s Hierarchy of Needs Theory

It can be best viewed as a pyramid of needs up through safety and communal needs，to needs of esteem，and finally to “self-actualization”. Considering these，the reward can be praise，gold stars，grades，certificates，diplomas，scholarships，careers，and ultimately，happiness.

2.2 Relevant Research on Chinese English Learners

As for Chinese English learners，a survey conducted by Wei Huizhu，Chen Cheng，Chen Jie in their research A Study on Motivation Types and Development of College English Learners（2016） draws their conclusion as follows：among different types of learning motivations，learner’s motivation of immediate achievement and individual development are the strongest，while intrinsic interest，learning situation and going abroad are the weakest.Besides，a more convincing study by Li Xinru on Testified Research on Motivational Regulation Strategies in English Learning（2015） among Middle School Students and College Students shows that high score-oriented strategy is superior to others in school，they regard English as an instrumental means to obtain other goals such as passing exams，meeting the social needs，finding well-paid jobs. As Tweed and Lehman put it，Chinese students focus more on the real achievement of education. Once English loses its instructional function or they are not required to do so，students soon give up learning it（Yuan Feng，A Study on Motivation types of English Learning，2013 ）.

2.3 Suggestions

Considering all sides of the reward principle，the following constructive classroom implications may be drawn：

（1）Provide an optimal degree of immediate verbal praise and encouragement to students as a form of short-term reward（just enough to keep students confident in their ability but not so much that your praise simply becomes so much verbal gush ）.

（2）Encourage students to reward each other with compliments and supportive action.

（3）In classes with very low motivation，short-term reminders of progress may help students to perceive their development.Gold stars and stickers（especially for young learners），issuing certain “privileges”for good work，and progress charts and graphs may spark some interest.

（4）Display enthusiasm and excitement yourself in the classroom.if you are dull，lifeless，bored，and have low energy，you can be almost sure that it will be contagious.

（5）Try to get learners to see the long-term rewards in learning English by pointing out such things as what they can do with English where they live and around the world. The prestige in being able to use English，the academic benefits of knowing English，jobs that require English，etc.

3.Conclusion

The anticipation of reward focuses on the learners，including their needs，personality traits，and aims.whereas the real settings are far more complicated since we are in a non-English speaking country and lack of the opportunities to produce abundant language output. Therefore，it is necessary for English teachers to make good use of reward， to provide available and beneficial suggestions to motivate English learners and brings more profound changes to SLA.

References

[1]H.Douglas Brown，Teaching by Principles ：An Interactive Approach to Language Pedagogy[M].Beijing：Foreign Language Teaching and Research Press.（2001.11）.

[2]Judith F.KrollAnnette M.B.De Groot，Handbook of Bilingualism：Psycho- linguistic Approaches[M]， Beijing： Foreign Language Teaching and Research Press， Oxford University Press，（2010.10）.

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[4]姜麗霞、李嬋、趙霞，論非智力因素在英語學習中的作用[J]，教育與職業，（2008.2）.

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[6]李忻洳，大、中學生英語學習動機調控策略實證研究[N]，解放軍外國語學院學報，（2015.1）