文献导读 | 英语教师在既定框架之外对动机策略的使用

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征稿：二语写作

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本期导读：刘文静老师

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简介 Brief Introduction

-Background: Although the usefulness of Dörnyei’s framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for.
-Purpose: This study explores the uses of motivational strategies beyond Dörnyei’s taxonomy, and the factors that cause English teachers to use them.
-Methods: In total, 22 teachers of English as a foreign language (EFL) in HongKong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively.

-Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei’s recommendations, two additional macro strategies – routine teaching activities and uses of authentic materials – were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility.

-Conclusions:This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration.

研究问题 Research Questions 

(1) What motivational strategies do English teachers adopt?

(2) Do English teachers adopt strategies other than those from Dörnyei’s (2001) framework?

(3) If so, what causes English teachers to adopt these additional strategies?

研究方法 Research Methods 

本文以量性研究与实证研究为主，旨在通过对香港几所学校教师的对动机的实际认知与操作来反思,Dörnyei’s (2001) four-stage framework of second language (L2) motivational strategies其有效性与实效性。

读后感 Comment 

动机一直是学生与教师不可缺少的因素之一，而且作为其中的一个变量也再教学中发挥着积极的作用。然而测量动机水平是个有难度的过程，在看完,相关的Dörnyei的二语动机策略之后，我对这篇文章的理解也更深入了，明白了本文作者的主意是深入动机原则，并在实际操作教学中敢于分析同与异。虽然不同主体的动机不同，实际效果也不同，但是动机的积极效果是值得探讨与应用的。

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