纵观外语教学的历史,我们不难看出在古典语言教学阶段要解决的是“教什么”(What?)的问题,在现代语言学萌芽阶段要解决的是“怎么教”(How?)的问题,在现代语言教学的发展阶段要解决的是“为什么教”(Why?)的问题,到了奉阶段,所要解决的是“教准”(Whom?)的问题,即注重对学习者的研究。在整个外语教学的过程中,学习者是起决定性作用的内在因素,学习者在动机,兴趣,感情,性格,智力水平,学习潜能,学习手段等方面都存在着差异,对教学效果产生重要影响,因此国外一些新的教学方法都致力于调动学习者的积极因素。比如盖特卢(Gattegno)的沉默教学法(the silent way),罗扎诺夫(G.LOzanov)的暗示法(SUggestopedia),柯仑(C.A.Curran)的社区语言学习法;J.Asher的全身反应法(Total Physical Response);克拉申和特雷尔(T.D.Terrel)的自然途径法(the NaturaLApproach)等等。本文也将对我国大学生外语学习的动机因素进行系统分析,意在排除影响语言吸收的不利因素,提高外 Looking at the history of foreign language teaching, it is not hard to see that what is “What?” Is to be solved in the process of classical language teaching. How to teach “How?” In the embryonic stage of modern linguistics. Problem, the problem of “Why?” Is solved in the developing stage of modern language teaching. At the stage of worship, the problem to be solved is Whom ?, that is, paying attention to the study of learners . In the whole process of foreign language teaching, learners are the intrinsic factors that play a decisive role. There are differences in motivation, interest, emotion, personality, intelligence, learning potential and learning methods among learners, which have a significant impact on teaching effectiveness , So some new foreign teaching methods are committed to mobilize the positive factors of learners. Such as Gattegno’s silent way, G.LOzanov’s SUggestopedia, CACurran’s community-based language learning; J. Asher’s whole body Total Physical Response; TD Trelrel’s NaturLApproach et al. This article will also systematically analyze the motivational factors of college students’ foreign language learning in China, with the intention of excluding the unfavorable factors that affect the absorption of language,