Motivating Non-English Majors In EFL Learning In A Task-Based Classroom

Non-English majors'poor performance in EFL learning results, to a large degree, from their lack of intense and persistent motivation. Increasing students'motivation has become the prime concern of many English teachers. In recent years, it has been recognized by a growing number of researchers that tasks can play an active part in increasing students'motivation in L2 learning. However, not too much elaboration has been made on how to use tasks to motivate students in classroom EFL teaching. The thesis investigates on the feasible ways to motivate non-English majors in a task-based classroom in an attempt to improve classroom EFL teaching and learning.By reviewing the leading theories and constructs concerning L2 motivation and L2 task, the thesis clarifies the basic concepts of motivation and task. The thesis furthers to analyze the nature of non-English majors'motivation and points out that their motivational inadequacy is mainly due to insufficient interest, enthusiasm and self-confidence in English learning. On that basis, the thesis advises English teachers to generate students'interest in English by using authentic input data in tasks, to promote students'enthusiasm for English learning by involving a more active student role, cooperative team work and authentic activities in tasks, and to enhance students'self-confidence in English learning by ensuring continuity and support in tasks. A teaching experiment has been conducted in the study to examine theeffectiveness of the above task-based method in motivating students. The research instruments include questionnaires and interviews. Both qualitative and quantitative measures are employed. The results have shown tentatively that non-English majors'motivation in EFL learning can be increased by tasks characterized with authenticity and continuity in a classroom where harmonious teacher-student relationship exists. What's more, the generation and the maintenance of students'motivation are equally important since it is impossible to increase students'motivation overnight. The study in the thesis has some implications for improving the efficiency of classroom EFL teaching and learning.