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动机被视为影响二语学习成效的一个重要的情感因素。本文用定量研究方法对62位高校英语教师进行了调查,旨在研究动机策略重要性的认识程度以及具体运用程度,并探讨两者之间是否存在显著差异。研究结果表明:教师总体上在动机策略的重要性认识程度和实际课堂运用频率上保持很高的一致性,但在实际教学中也存在策略运用不足,主要体现在学生自主能力、课堂任务及教师层面等策略上。传统的以教师为中心的教学方法、应试教育、基础差和大班教学很大程度上影响和制约了教师的动机策略,并限制了学生动机的形成与维持。
Motivation is seen as an important emotional factor affecting the effectiveness of second language learning. In this paper, 62 college English teachers were surveyed by quantitative research method. The purpose of this study is to study the level of understanding and the degree of specific importance of motivational strategies, and to explore whether there are significant differences between the two. The results show that teachers generally maintain a high degree of consistency in understanding the importance of motivation strategies and the frequency of practical classroom use. However, there are also inadequate strategies in practical teaching, which are mainly reflected in student autonomy, classroom tasks and teachers Level and other strategies. The traditional teacher-centered teaching methods, exam-oriented education, poor foundation and teaching in large classes largely influence and restrict teachers’ motivation strategies and limit the formation and maintenance of student motivation.