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postgraduate thesis: Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom

TitleMotivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570
AbstractThe objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
DegreeMaster of Education
SubjectMotivation in education - China - Hong Kong.
Chinese language - Study and teaching (Higher) - China - Hong Kong.
Language and languages - Study and teaching - Foreign speakers.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorCheng, Wing-yu.-
dc.contributor.author鄭穎瑜.-
dc.date.issued2011-
dc.identifier.citationCheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570-
dc.description.abstractThe objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48365701-
dc.subject.lcshMotivation in education - China - Hong Kong.-
dc.subject.lcshChinese language - Study and teaching (Higher) - China - Hong Kong.-
dc.subject.lcshLanguage and languages - Study and teaching - Foreign speakers.-
dc.titleMotivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom-
dc.typePG_Thesis-
dc.identifier.hkulb4836570-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836570-
dc.date.hkucongregation2011-

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