A Survey of Motivation Strategies in College English Classroom and the Selection of Effective Teaching Strategies

Abstract

Motivation is one of the main factors influencing college students' foreign language learning. The theory of social mental model provided by Gardner&Lambert puts forward that the social environment will affect the motivation of the second language learners' learning. Dornyei's theory of three levels model puts forward the hypothesis that students' English basic level will affect the effective implementation of motivational strategies. John M. Keller's ARCS model theory intending to stimulate and maintain the learning motivation proposes that motivation strategies should include attention strategy, relevance strategy, confidence strategy, and satisfaction strategy. Based on the above three sets of theory for guidance, this research designed questionnaire and investigated the English learning motivation of different levels of college students. Through the analysis of the survey data, the author summed up the good and bad motivation strategies of teaching, and found that different levels of students need different learning objectives and incentive strategies. Thus the author put forward the principles of choosing effective teaching strategies in College English class.

A Study on the Construction of the English Education Ecosystem for the Cultivation of Foreign Language Talents

“…Therefore, in the process of the continuous reform of college English teaching, more and more researches have been carried out on college English teaching by applied ecology of education. Xiao Xiao (2016) examines college English classes from an ecological perspective, improves the efficiency of college English classes from the aspects of development and integrity, and provides ideas for helping them to embark on the road of sustainable development [2] ; Song Fuxia (2018) studied the current situation of young college English teachers in China from the perspective of education ecology, and analyzed the multi-factors of young college English teachers' learning and the interaction between teachers and the environment [3] , contributing to the gaps in this field in China; Xie Anzhi (2019) regards the working environment of college English teachers as an ecosystem, and puts forward suggestions to optimize the development of teachers from the aspects of individual teachers, students, colleagues and schools [4] ; Yao Fen (2019) proposed to provide reference for expanding students' ecological niche by participating in English competitions, setting real context, planning English learning, understanding English knowledge background and reading English original works [5] ; Li Chen and Chen Jianlin (2017) examined college English teaching from the perspective of ecology, analyzed the current situation of students' ecological niche and proposed a framework for expanding students' ecological niche [6] ;Through method research and strategy implementation, Huang Yanan (2019) analyzed students' ecological niche from the perspective of ecology, and put forward suggestions to expand students' ecological niche, so as to provide reference for students and inspire teachers to innovate and improve teaching design [7] ; Li Junhua (2019) puts forward constructive opinions on promoting the harmonious and open evaluation of foreign language teaching from the perspective of following the thinking of the survival, development and innovation of students [8] ; Chen Wei and Yang Yue (2019) established an informational and data-oriented English education ecological environment, providing inspiration for improving the quality of college English teaching and promoting the efficiency of English learning [9] .…”