本文之主要目的在探討學習動機基礎的認知過程，並且提出激發學習動機有關的認知教學法。學習動機之基本認知的兩個過程：1.)自律意識(a sense of personal control)；2.)責任意識(a sense of ought)。激發學習動機的認知教學方法包括讓學生學習自我管理法，熟悉有效的語言學習法與辯論方式的訓練法以提高“應當努力”的覺察。
This paper attempts to examine the cognitive processing underlying motivation in second language learning and to identify some interventions represented by the process. Two cognitive elements of motivation are studied: a sense of personal control, which is essential for effective learning to take place; and a sense of ought, which leads the learner to recognize the desirability of studying. The rationale for this approach lies in the assumption that ongoing motivation is critical to learning, and that this motivation is the result of effective interventions that can presumably be taught to any second language learner for positive progress modification. Interventions that have proven successful in modifying a sense of personal control include some cognitive and metacognitive skills, as well as learning techniques. Carefully designed awareness exercises involving the number of ought arguments may be consciously employed to facilitate a sense of ought, encouraging greater diligence in studies.
