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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-03-18编辑:lgg点击率:5222
论文字数:38200论文编号:org201308301236442439语种:英语 English地区:中国价格:$ 66
摘要:In addition,the survey study focuses on exploring the relationship among teachers'perception, teachers' experience and students' belief on motivational strategies by teachersin EFL college classrooms, and its findings will shed light on the college English teachingin China.
Conclusion
This study was still not convincing enough to tell the whole story of the pre-servicecollege teachers' application of motivational strategies in their EFL classrooms due tosome limitations. Firstly, owing to multi-faceted features of motivation, it is difficult tocover all the variables in the study. Then, because of time and resources constraints, thesample size for the study was relatively small. Meanwhile, all the participants were fromJinan, Shandong,a place laying stress on the importance of education. Therefore, morestudies are expected to conduct to cover more key variables of motivational strategiesamong a larger size of participants from different levels of colleges and universities acrossthe China.
Different from the similar studies previously conducted on teachers' motivationalstrategies, this present study examined teachers' self-report and students' feedbacks on teachers' motivational practices in classrooms, an area seldom talked about. More studiesare encouraged to go further to know their delicate relationships. In addition, there are nosuch a set of effective motivational strategies that could be applied to all the casesregardless of the specific situations or cultural differences. Therefore, more empiricalstudies are needed to develop a practical and systematic list of motivational strategiestargeted on a specific group suited to the Chinese context, or to further confirm theeffectiveness and applicability of the strategies that have been developed.
Meanwhile, more attention in future research could be paid to the motivationalcharacteristics of the EFL teachers. Various researchers devoted themselves to examinehow to motivate students rather than how to motivate teachers, since they know teacher'smotivation has significant meaning to students' motivational achievement. But there werestill some other people who completed the preliminary works and laid the foundations forthe further researches (e.g., Domyei,2001; Doyle & Kim,1999; Jacques,2001; Kassabgy,Boraie& Schmidt, 2001; Pennington, 1992,1995; Pennington & Ho, 1995). Based on these,more details could be further studied. For example, there have been no attempts in the fieldto compile a list of “ways to motivate language teachers,,,even though a scientificallyvalidated list of this sort would predictably be very useful and much sought after (Domyei,2003).
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