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导读：此文是一篇英国硕士essay,探讨了第二语言教育。本文对英语学习动机的研究具有重要意义。首先，它在全球化背景下引入了一种新的英语学习动机，它认为个人学习语言的动机可以部分地通过参照正在进行的识别过程来解释。然后，肯定了英语学习动机的形成是一个长期的动态过程。最后，从英语教学方法的角度指出，教师应利用年轻人在当地文化语境中使用英语的各种语境，而不是集中于涉及英语母语者的使用语境。这对改进英语教学方法起到了积极作用。
然而，值得注意的是，本文在以下三个方面存在局限性。首先，作者没有对鉴定过程的动机进行清晰、系统的描述。问卷调查结果表明，学生的学习动机是多样的。问卷调查结果无法清晰反映英语学习动机与识别过程相关的学生数量。此外，笔者采访了12名受访者，但只有3名受访者表示，他们学习英语的动机与心理、情感、文化认同有关。因此，本文的研究结果只能证明，在全球化背景下，认同过程作为学习英语的动机是存在的，但不能说明认同过程已经成为普遍存在的英语学习动机。The article written by Martin Lamb has great significance for the study on English learning motivation. It first of all introduces a new English learning motivation in the context of globalization, it believes individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification. Then, it affirms that the formation of English learning motivation is a long-term dynamic process. Finally, it is from the perspective of English teaching methods to point out that teachers should utilize the wide variety of contexts in which young people use English within their local cultural context rather than concentrate on contexts of use involving native-speakers of English. This has played a positive role in improving English teaching methods.
However, it is worth noting that, this article has limitations in terms of the following three aspects. Firstly, the author fails to provide a clear, systemic description on the motivation of identification process. The results of the questionnaire more showed that the students’ learning motivations were diverse. The questionnaire results were unable to clearly reflect the quantity of students whose English learning motivation was related to identification process. In addition, the author interviewed 12 respondents, but only three respondents said that their motivation to learn English was related to psychological, emotional, cultural identification. Thus, the findings of this article can only prove that in the context of globalization, identification process as a motivation for learning English does exist, but it fails to indicate that identification process has become a ubiquitous English learning motivation.
Secondly, the author proposes that English learning motivation is not a static but a long-term dynamic process, this view has a positive significance, and it provides English instructors a new way of thinking in developing targeted teaching methods. However, the author fails to take a long-term follow-up survey to confirm the presence of this process, at the same time, considering the process of formation of learning motivation, what factors may affect the formation and change of learning motivation and how these factors have an effect on learning motivation, under normal circumstances, what are the characteristics of English learning motivations of people at different life stages, author fails to give appropriate explanation and discussion for these questions, therefore, this article plays less active role in helping teachers to develop targeted teaching methods.
Thirdly, the author is based on the motivation of identification process to bring forward the teaching methods, which is a good complement for the teaching methods in the past. However, it is well-known that, for different English learning motivations, teachers should adopt different teaching methods, but according to what the author studies that the formation of English learning motivation is a long-term dynamic process, and a student may also have a variety of learning motivations, in this case, how educators develop teaching methods to meet students’ learning motivation is a challenge, but the author does not provide a clear, principled, workable proposal to educators, neither can he better help educators to deal with this challenge.
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