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1、英語教師在課堂上運用的教學(xué)動機策略能夠激發(fā)學(xué)生的英語學(xué)習(xí)動機。當(dāng)教師運用的課堂動機策略與學(xué)生的偏好一致時，這些策略能夠更加有效地激發(fā)學(xué)生的學(xué)習(xí)動機。本研究采用問卷調(diào)查法以西安外國語大學(xué)17名大學(xué)二年級英語精讀課教師及其所帶的349名英語專業(yè)的學(xué)生為研究對象,探究了大學(xué)英語精讀課教師運用的課堂動機策略與學(xué)生偏好的課堂動機策略是否一致以及動機策略和情感因素對學(xué)生學(xué)習(xí)動機的影響。
研究結(jié)果顯示英語教師在精讀課堂上能夠綜合運用創(chuàng)新型與
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