A Study On The Usage Of College English Teachers' Class Motivation Strategy

This study investigates the use of college English teachers' strategies in H university to explore the motivational strategies which are suitable for H English classroom teaching.The research background includes the following aspects:(1)Second language research has entered a new research direction after the nineties,advocating study from the classroom teaching surroundings and teacher factors;(b)In the process of learner' s second language learning,there is a general situation that the learning motivation is weakening,and a lot of research at home and abroad shows that the influence of teachers on students' learning motivation can not be neglected at all.(3)“College English Curriculum Requirements” puts forward new requirements,for college English teaching.It acquires the status of both students and teachers should be valued,It is necessary to mobilize the enthusiasm of both,and give full play to the role of teachers in promoting student learning.Under the influence of the above three aspects,the author uses the method of theoretical discussion and empirical investigation to study the classroom motivation strategy of English college teachers.This study firstly sorts out the theoretical framework of the motivational strategies in the field of psychology and second language teaching and summarizes previous studies to provide teachers with more detailed and specific motivational guidance.Among them,Dornyei' s second language motivation theory process model,constructs the most complete second language motivation teaching strategy,then develops the second language motivation self system and makes the frame system more sound.The author also summarizes the findings of the empirical research of domestic and foreign scholars and the related research.The theoretical framework and literature review provide theoretical support and related data for the study.Under the guidance of the theory of psychology and the theory of second language motivation,and the inspiration of the empirical research results of teachers' motivational strategies both at home and abroad,this study makes an empirical investigation on the frequency of classroom motivation of English teachers in H university.In this paper,60 college English teachers in H university are selected as the survey object.Through the questionnaire and the form of interview,the frequency of the college English teacher's classroom motivation strategy is studied emphatically.Through the descriptive statistics of the questionnaire data,the author draws the common motivation strategy and the less used strategy of H university teachers,and then uses the teacher interviews to analyze the problems of the use of classroom motivation strategies in college English teachers during the teaching process followed by the use of teacher interviews,analysis the existing problems of college English teachers in the teaching process of classroom motivation strategy.After the empirical research,this paper makes a further study on the specific implementation and problems of college English teachers' strategies in H university,and discusses the application strategies of college English teachers' classroom motivation and sums up the six strategies for students to build self-confidence in English learning,to experience success,to carry out group learning activities,to provide continuous guidance,to strengthen student goals,to help students to make develop personal plans,to support self-support teaching,to encourage students to self-learning,the use of external incentives to stimulate incentives to become the implementation of personalized strategy,so that teachers can reach targeted teaching.All strategies expect teachers to improve their own use of motivation in teaching practice,give full play to the use of less motive strategies to improve students learning enthusiasm and self-confidence,to improve the effectiveness of college English teaching.This paper also gives a brief explanation of the limitations and development directions of empirical research in order to lay the groundwork for improving teachers' second language teaching level and students' learning motivation.