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自上个世纪五十年代以来,第二语言学习动机理论日臻完善和成熟,对外语教学尤其是二语教学起到了很好的指导作用。九十年代之前一直作为二语学习动机主导地位的社会教育模式(social-educational model)在近年来颇受质疑,它局限于对动机的共时的静态研究,取而代之的是以复杂动态系统理论为框架的历时动态研究。虽然该理论尚未成熟且存在诸多问题,但无疑它将成为未来的发展趋势,也将推动外语界掀起一场风暴。
Since the 1950s, the theory of second language learning motivation has been perfected and matured, which has played a very good guiding role in foreign language teaching, especially in second language teaching. The social-educational model, which dominates the motivation for second language learning until the nineties, has been questioned in recent years. It is confined to static synchronic studies of motivation, replaced by the theory of complex dynamic systems Diachronic dynamics of the framework. Although this theory is not yet mature and has many problems, it will undoubtedly become a trend of development in the future and it will also promote a storm in the foreign language community.