A Comparative Study Of Classroom Motivation Strategies Between Junior High School English Novice And Expert Teachers

Academic motivation is one of the important factors affecting students' learning.And its influence can be directly reflected in students' academic record.Therefore,in English teaching,in order to stimulate and maintain the academic motivation of students,it is particularly important for teachers to learn to use certain motivational strategies.The research in motivation has always been a hot point for experts at home and abroad,however,most of researches focus on the motivations of the student itself,only few studies exploring the motivation affected by teachers' motivational strategies.And it has great differences between novice teachers and expert teachers in the cognition and application of motivational strategies.Junior high school is an important period for students to learn English,and it is of great importance for teachers to use proper motivational stategies in English teaching so as to initiate and sustain students' English learning motivation.By using the cognitive questionnaire of teachers' motivation strategy,the observation scale of classroom motivation strategy and the outline of interview,six English teachers in junior high school were selected as subjects to answer the following questions:(1)What are the differences between the novice teacher and expert teacher in the cognition of motivational strategies?(2)What are the differences between novice teacher and expert teacher in the application of motivational strategies?After analyzing the data by using independent sample t-test in SPSS21.0 and the observation scale of classroom motivation strategy and combing the interview information,conclusions can be drawn as follows.(1)After researching the differences between novice teachers and expert teachers in the cognition of motivational strategies,there are similarities between them in realizing students' efforts,creating a relaxing and pleasant learning environment,giving the correct description of learning tasks and promoting learners to learn autonomously.However,there are obvious differences in the cognition of other strategies,such as setting an example for students,enhancing learners' confidence in language learning,making language learning lively,promoting cooperative learning between students,enhancing learners' awareness of goal and making the learners be familiar with the target language's culture.(2)Through classroom observation and interviews,the researcher finds that novice and expert teachers are different in the cognition of motivation strategies and the actual utilization of classroom.Some of the strategies that are important in cognition are not adopted in the actualteaching.The differences between the two are mainly reflected in four aspects: feedback evaluation,activity design,classroom structure and Teacher discourse.This study explores the differences between novice teachers and expert teachers in the cognition and application of motivation strategies in junior high school,points out the existing problems of novice and expert teachers,and gives some suggestions to teachers,which can help them realize the importance of the application of motivational strategies in stimulating students' learning motivation.At the same time,it also can provide references for the further research and students who are going to be a teacher in the future.