The Effectiveness Of Secondary English Teachers’ Motivational Strategies

As motivation has been one of the most significant factors in foreign language learning for the recent decades, Chinese language teachers and researchers have paid a lot of attention to it. Research on it has gradually become a hot issue. Nevertheless individual difference has not been given enough attention and motivational strategies which teachers use in the classroom are targeted at the whole class, not at specific levels of students. Thus the present study, which was conducted in a secondary school, aimed at exploring the effectiveness of teacher’s motivational strategies and then based on the research discuss how to improve it.D?rnyei pointed out that teachers’ motivational strategies do not always take effect, as different students’ different English proficiency level might affect the effectiveness of it. To verify his hypothesis, the present study is designed to examine it with a combination of questionnaires and classroom observation.The main research questions are:1. How effective are teachers’ motivational strategies in the control group and the experiment group respectively?2. What is the difference between language performance of the control group and the experiment group at the end of the term?3. Is there any correlation between the applying of the hierarchical teaching method and the effectiveness of teacher’s motivational strategies?The results of this study indicate that motivational strategies have different effectiveness on different levels students. Thus the results verified D?rnyei’s hypothesis. The hierarchical teaching method, which is aimed at three different levels(Level A, B and C) of students, to a certain extent refers to using different motivational strategies to improve students’ learning interest and enhanced the efficiency and effectiveness of foreign language teaching and learning.