Motivational strategies in EFL classrooms: How do teachers impact students’ motivation?
Motivational strategies in EFL classrooms: How do teachers impact students’ motivation?
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英语课堂中的激励策略：教师如何影响学生的动机？
DOI：
10.1080/17501229.2012.741133
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发表时间：
2013
影响因子：
3
通讯作者：
O.
中科院分区：
文献类型：
--
作者：
Sugita McEown;M.;& Takeukchi;O.
本研究的目的是探讨在一个学期的英语作为外语（EFL）课堂上，教师使用动机策略的有效性的变化。更具体地说，我们调查的有效性变化的差异，根据学生的英语水平和他们原来的动机强度水平，以了解教师影响学生的动机的过程。参与者是一名教师和222名大学生。聚类分析结果显示，学生样本中存在两个明显的聚类：聚类A）英语水平较高、动机强度较高的学生;聚类B）英语水平较低、动机强度较低的学生。结果表明：（a）除两种动机策略外，两类动机策略的使用频率与学生学习动机之间的关系没有表现出相似的趋势：（B）无论是A类还是B类，都有7种动机策略在一个学期中至少有一次呈现出正相关;（d）有三种策略没有显示出正相关;然而，无论是在聚类A还是聚类B中，这些策略在整个学期都与负相关。
The objective is to examine the changes in the effectiveness of motivational strategy use by teachers during one semester in the English as a foreign language (EFL) classrooms. More specifically, we investigate differences in effectiveness changes for each motivational strategy used according to students' English proficiency levels and their original motivational intensity levels in order to understand the process by which instructors influence students' motivation. The participants were an instructor and 222 university students. Two distinct clusters were found within the student sample based on cluster analysis: Cluster A) students with higher English proficiency and higher motivational intensity; and Cluster B) students with lower English proficiency and lower motivational intensity. The results showed that (a) the two clusters did not exhibit a similar trend in terms of the relationship between frequency of motivational strategy use by teachers and students' motivation except with respect to two motivational strategies; (b) seven strategies showed positive correlations at least once in the semester in either Cluster A or Cluster B; (c) five strategies showed no significant correlations throughout the semester; and (d) there were three strategies that did not show a positive correlation; however, these strategies were associated with a negative correlation throughout the semester in either Cluster A or Cluster B.