Investigation Into Motivational Strategies In Finance English Teaching

In order to strengthen researches on motivation level of foreign language learners andapplication of motivational strategies in foreign language teaching, this thesis makes aninvestigation into the motivation level of learners of finance English and teachers' applicationof motivational strategies and their effect, based on which constructive suggestions forfinance English teaching are put forwarded. Two research questions are addressed in thisstudy:1) How about is the motivation level of students who learn finance English?2) To what extent can teachers' motivational strategies motivate students to learn?115 subjects participate in this survey study. They are 112 students electing to take the courseof finance English and three teachers who teach them. Instruments employed in this surveyare four questionnaires: teacher questionnaire, motivation-level questionnaire,student-demotivating questionnaire, and student-motivating questionnaire. Data from thequestionnaires is processed and analyzed with the help of two statistical packages of Excel2003 and SPSS 11.5.The results of this study show that at the start of the course, 1) students' level of motivation tolearn finance English is somewhat high;2) female students are filled with significantlystronger motivation than male students;3) significant difference in motivation level does notexist between students of Finance majors and non-Finance majors;and 4) motivation level ofstudents of lower English proficiency (CET4) is not significantly different from that ofstudents of higher English proficiency (CET6). Results also indicate that at the end of thecourse, level of students' motivation increases slightly. In regard to the application ofmotivational strategies and their effect, it is found that 1) teachers of finance English haveused many strategies to motivate their students, and in general, motivational strategies usedby teachers can motivate students to learn to some extent;2) the effect of motivationalstrategies is significantly different among its four subcategories: engagement, structure,stimulation, and feedback strategies. And engagement, structure, and feedback strategies aremore effective than stimulation strategies in motivating students to learn finance English;3)the overall motivating effect of motivational strategies on male and female students is notsignificantly different. However, feedback strategies have more positive influence on femalestudents than on male students;and 4) motivational strategies are overall more effective forstudents of non-Finance majors or lower English proficiency (CET4) than those of Financemajors or higher English proficiency (CET6). Feedback strategies work more effectively onstudents of non-Finance majors.In consideration of the limitations of the research, suggestions for future research are 1)comparing the differences in application of motivational strategies and their effect betweenfemale and male teachers, 2) investigating the frequency of use of motivational strategies, and3) examining the sustainability of effect of motivational strategies.