Keywords

motivation, motivational strategies, foreign language learning, foreign language teaching, classroom practices

Abstract

The present paper reports on a study that builds upon Do¨rnyei and Csize´r’s and Cheng and Do¨rnyei’s research on the teaching practices foreign language instructors consider most motivational. The study utilized an instrument based on that of Do¨rnyei and Csize´r, but changed the cultural context in which the survey was administered (North America) and added the perspective of foreign language students. The results of the study offer further support to the findings of the earlier studies. Findings also suggest additional cross-cultural differences in perceptions of motivational teaching practices. Furthermore, the present study underscores the importance of including students’ perspectives on classroom practices, as some significant differences were found between teachers’ and students’ responses.

Original Publication Citation

Ruesch, A., Bown, J., & Dewey, D. P. (2012). Student and teacher perceptions of motivational strategies in the foreign language classroom. Innovation in Language Learning and Teaching, 15-27. https://doi.org/10.1080/17501229.2011.562510

Document Type

Peer-Reviewed Article

Publication Date

2012

Publisher

Innovation in Language Learning and Teaching

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Full Professor

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Included in

Linguistics Commons

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