Motivational Language Used within LA Middle and High School Settings

何嵐亭?李永桂

【Abstract】This study investigated motivational language used within LA middle and high school settings during our 2-month training program at UCLA Extension. The implication for motivational language used in classroom teaching in China and the limitation for collecting plenty of motivational language samples were discussed， too.

【Key words】motivational language; teaching attitude; extrinsic; intrinsic

【作者簡(jiǎn)介】何嵐亭，李永桂，廣州市天河職業(yè)高級(jí)中學(xué)。

1. Introduction

Motivation can be achieved in many different ways， motivational language has the potential to trigger an active， dynamic atmosphere within the classroom as well as create a welcoming classroom environment in little time， for language itself is basically characterized as “formative， expressive and directive functions ” （Le Coq 1955）. Thus， upon the fieldtrips to middle and high schools in LA， we used observation， survey and interview methods to investigate whether teachers used motivational language and whether students were motivated in class. We expected to collect contextualized motivational classroom language in order to serve as an information pool for reference in China. To analyze the factors to integrate motivational language into classroom activities， we found the way to improve our classroom teaching. Through effectiveness of motivational language， we can be more creative in solving students problems of high anxiety and low achievement.

2. FINDINGS & DISCUSSION

2.1 The underlying functions of the motivational language in classroom settings

Based on the words collected in the classroom， we tended to group them into three categories： The first group was about appreciation or encouragement. For example， to encourage students in class， the teacher used “Claps for…， thats a good connection！”， “Its my taste.” or “Thats wonderful！” when students completed their jobs successfully. The second group， however， was concerning reminder or reinforcement. For instance， to induce students to speak or listen， the teacher used “Thats one way to establish.”， “Share with us some entry.” “Make sure you are listening to this wonderful answer.” or “Do you remember what she has said？” The last group is in connection to respect or trust. For example， to treat students with respect， the teacher used the words like “please”， “pardon”， and “thanks”.

2.2 Teachers teaching attitudes and language used in classroom settings impacted the students motivation. Some teachers use motivational language with passion and energy to inspire students， but some teachers do not.

We found that most of the students were fully engaged in classroom activities due to the teachers sophisticated use of language. The teacher used a film-shooting scenario and relevant language like “Action！” and “Stop！” to make the class fun and interesting. Moreover， another teacher of 12th grade involved the factor of “simulation” into the issues to deal with in government class. He worked as a director， giving everyone in class a role in the Supreme Court to play， paying close attention to students reaction.

2.3 The students could be sorted into three types： extrinsically， intrinsically or “hybridtrinsically” motivated students

In the view of dominantly extrinsically-students， motivational language used in classroom teaching was a beneficial supplement to increase their self-efficacy and decrease their anxieties in classroom learning. Since students enjoyed higher academic performance to lowered anxiety and strengthen self confidence， teachers paid more attention to integrating motivational language into their classroom teaching.

In the view of dominantly intrinsically-motivated students， they were typically more internally driven and relied on their interest in classroom learning rather than teachers verbal motivation and encouragement.

3. CONCLUSION

Based on our research， motivational language plays an important role in classroom teaching within LA middle and high school settings. We as the teacher students were also easily affected by teachers motivational language in class， let alone students， especially vocational students in China.

Generally speaking， our students are usually lower performers with higher anxiety and much less self confidence. They are even taken as losers， who failed in the public academic high school entrance exams.

References：

[1]Alison， J.. Not Bothered？： Motivating Reluctant Language Learners in[J].1993.

[2]Key Stage 4. Centre for Information on Language Teaching and Research[J].

[3]Bernaus， M.， Wilson， A.， & Gardner， R. C.. Teachers motivation [J].2009.