| In recent years, many educational linguists and psychologists have emphasized the importance of foreign language (FL) learners'motivation in relation to learning outcomes. It is also widely accepted among language teachers that FL learning motivation plays an important role in students'language learning. So the study of how to help students'FL learning motivation take effect during the process of FL learning becomes more and more important. This study intends to study how teachers motivate students in English classrooms from students'perspectives. Teachers and students, as two different participants of classroom language instruction, may take different positions or views with regard to teaching behaviors or strategies differently. The ways teachers behave in English class could influence the change of students'language learning motivation. However, during the process of motivating students to learn, the predictable result could be changed by some issues such as teachers'language, attitude, or emphasis in classrooms. So it is necessary to examine whether teachers motivate their students learning, and how effective and efficient the motivating strategies are for students.The main findings of this study are 1) teachers encourage students'instrumental rather than integrated English learning motivation, 2)the English tests are still the main content for both the teachers'teaching and students'learning, 3) there has been a clue that the teachers begin to change their teaching methods. Based on the findings, the main implications are 1) it is necessary to change teachers'teaching conception, or theories for teachers to meet the new requirements of the reform of English education in secondary schools, 2) it is the responsibility of some relevant educational administration to adapt the tests form appropriately in order to promote the motivation of students'English learning from the instrumental to the integrated one, 3) the reform of English education should be supported by research evidence.
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