It has often been said by people involved in language teaching that a student who really wants to learn will succeed whatever the circumstances are under which he studies. It is certainly true that students do learn in unfavourable conditions, and it is also true that students of ten succeed using methods that experts have considered unsatisfactory. All teachers can think of some students who are significantly better than their peers, and it seems reasonable to suggest that the motivation of the student is perhaps the single most important thing that he brings to the classroom.
Motivation is some kind of internal drive that encourages somebody to pursue a course of action. It seems to the case that if we perceive a goal and if that goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal. Of course, goals may be of many different types. Language learners who are motivated also perceive goals of various types, and
A. Experts and authorities concerned.
B. Linguists and language teachers.
C. Psychologists and analysts.
D. Assessors and predictors.
Text 3
Success, it is often said, has many fathers—and one of the many fathers of computing, that most successful of industries, was Charles Babbage, a 19th-century British mathematician. Exasperated by errors in the mathematical tables that were widely used as calculation aids at the time, Babbage dreamed of building a mechanical engine that could produce flawless tables automatically. But his attempts to make such a machine in the 1920s failed, and the significance of his work was only rediscovered this century.
Next year, at last, the first set of printed tables should emerge from a calculating "difference engine" built to Babbage’s design. Babbage will have been vindicated. But the realization of his dream will also underscore the extent to which he was a man born ahead of his time.
The effort to prove that Babbage’s designs were logically and practically sound began in 1985, when a team of researchers at the Science
A. Babbage's difference engine turned out to be a large machine.
B. Researchers did not build the printer for lack of money.
C. Babbage designed the printer to avoid possible typesetting or transcription errors.
D. Researchers found it difficult to build a printer as complicated as the calculating engin
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