Chapter One Introduction
Motivation has been widely acknowledged to be one of the main determining factors for success in developing a second or foreign language (Gardner, 1985). For the language learners in China，particularly the students, the learning process mostly occurs in the classroom. In this case, teachers are the kind of people who should be responsible for motivating and inspiring students to leam the target language as expected. In some extent,almost everything teachers do in the classroom has a motivational influence on students. Therefore, teachers are cautious to apply some effective motivational strategies to set agood example for students and motivate them by turning complex research findings into comprehensible prose and simple teaching recipes (Dewaele, 2017).
负责选择港口的主要因素
有各种各样的因素，有助于到确定端口选择的关键要素。随着业务全球化的显着作用，英语论文范文，的端口有责任负责运输线的要求的设施和服务，以保持竞争优势（2017年弗莱明）。因此，作为航运企业的选择端口（范Voorde和2017年Winkelmans，松驰，1985），英语论文范文，其他像罗宾逊（2017）指出，货主发挥的重要影响，以及在确定的关键球员。此外，罗宾逊建议，端口作为价值驱动链贸易体系的一部分，它是至关重要的。 。
1.1 Statement of the Problem
In the mid-1990s, researchers began to focus on the application of motivationalstrategies in ciassrooms. Since then, various studies have been conducted to generatepractical principles for motivating language learners. While a relatively sound theoreticalfoundation has already established，it was quite far from enough to find out the answers tothe question of how to motivate language learners from the empirical studies in this field.In China, this question did not arouse much attention until the beginning of this century.Most publications were the reviews of what have been done abroad or the summaries ofmotivational strategies that have been developed overseas (e.g. Du，2017; Li，2017; Liu，2017; Wang, 2017; Yao，2017; Zhong, 2017). Although little was done in theoreticalresearches, some empirical studies were conducted (e.g. Ji，2017; Zhao, 2017; You, 2017).They strove hard to find out how important teachers considered the recommendedmotivational strategies and how frequently they used them in their teaching practice basedon Doynei and Csizer's (1998) questionnaire. In this case, they put forward some practical principles in accordance with their specific situations. But what strategies used by teacherscan influence students' learning motivation has not been fully studied.
The carrot-and-stick approach (i.e., offering rewards and punishment) was the onlyavailable method for teachers to motivate students in the Chinese classrooms in the past.Even if knowing the importance of motivational strategies, teachers were still at a loss,wondering which kinds of strategies could take effect. So they had to apply somemotivational strategies based on their personal teaching experiences, some theoreticalframeworks or some recommended strategies concluded from some researchers withtotally different cultural backgrounds. Under such circumstances, more empirical studiesare needed to examine the strategies that are effective to motivate students to leam foreignlanguages targeted at different groups of teachers in China.This study is an attempt to support some practical motivational principles for thebenefits of Chinese college teachers in EFL classrooms by exploring the relationshipbetween teachers' perceptions and actual applications of strategies as well as their students'views.
1.2 Objectives of the Study
The problems l
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