Journal | EL.LE
Journal issue | 7 | 3 | 2018
Research Article | Teachers’ Perception of Motivational Strategies in the Language Classroom
Teachers’ Perception of Motivational Strategies in the Language Classroom
An Empirical Study on Italian FL and L2 Teachers
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.
Submitted: Sept. 23, 2018 | Accepted: Oct. 30, 2018 | Published June 7, 2019 | Language: en
Keywords Motivational strategies • SLA • L2 motivation • Language teachers education
Copyright © 2018 Giacomo Cucinotta. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2018/21/006
