EL.LE
7 | 3 | 2018

EL.LE
7 | 3 | 2018

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chevron_rightLinguistics

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Vol. 7 | Num. 3 | Novembre 2018

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EL.LE | 7 | 3 | 2018

Teachers’ Perception of Motivational Strategies in the Language Classroom
An Empirical Study on Italian FL and L2 Teachers

Giacomo Cucinotta
Università Ca' Foscari Venezia
giacomo.cucinotta@unive.it

DOI 10.30687/ELLE/2280-6792/2018/03/006

Submitted 23 Sep 2018
Accepted 30 Oct 2018

Abstract

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

Keywords
L2 motivation. Motivational strategies. SLA. Language teachers education.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

Table of contents
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Campo DC Valore

dc.contributor.author

Cucinotta Giacomo

dc.title

Teachers’ Perception of Motivational Strategies in the Language Classroom

dc.type

Journal Article

dc.language.iso

en

dc.identifier.uri

http://doi.org/10.14277/ELLE/2280-6792/2018/03/006

dc.description.abstract

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

dc.relation.ispartof

EL.LE

dc.relation.ispartof

Vol. 7 | Num. 3 | Novembre 2018

dc.publisher

Edizioni Ca’ Foscari - Digital Publishing

dc.date.issued

2019-06-07

dc.dateAccepted

2018-09-23

dc.dateSubmitted

2018-10-30

dc.identifier.issn

dc.identifier.eissn

2280-6792

dc.rights

Creative Commons 4.0 Attribution alone

dc.rights.uri

http://creativecommons.org/licenses/by/4.0/

dc.subject

L2 motivation

dc.subject

Motivational strategies

dc.subject

SLA

dc.subject

Language teachers education

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