A Survey of Motivation Strategies in College English Classroom and the Selection of Effective Teaching Strategies
- 10.2991/icsshe-16.2016.113How to use a DOI?
- questionnaire, motivation strategies, effective teaching strategy choice
Motivation is one of the main factors influencing college students' foreign language learning. The theory of social mental model provided by Gardner&Lambert puts forward that the social environment will affect the motivation of the second language learners' learning. Dornyei's theory of three levels model puts forward the hypothesis that students' English basic level will affect the effective implementation of motivational strategies. John M. Keller's ARCS model theory intending to stimulate and maintain the learning motivation proposes that motivation strategies should include attention strategy, relevance strategy, confidence strategy, and satisfaction strategy. Based on the above three sets of theory for guidance, this research designed questionnaire and investigated the English learning motivation of different levels of college students. Through the analysis of the survey data, the author summed up the good and bad motivation strategies of teaching, and found that different levels of students need different learning objectives and incentive strategies. Thus the author put forward the principles of choosing effective teaching strategies in College English class.
- © 2016, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Jie Xiao AU - Zhong Cao AU - Wei-min Qi PY - 2016/07 DA - 2016/07 TI - A Survey of Motivation Strategies in College English Classroom and the Selection of Effective Teaching Strategies BT - Proceedings of the 2016 2nd International Conference on Social Science and Higher Education PB - Atlantis Press SP - 447 EP - 450 SN - 2352-5398 UR - https://doi.org/10.2991/icsshe-16.2016.113 DO - 10.2991/icsshe-16.2016.113 ID - Xiao2016/07 ER -