Motivation Theory and its Application of Using Stories to Teach Vocabulary in EFL Classroom

Xinlu Mao ； Jin Zhang ； Kejia Zhang

《International Journal of Social Science and Education Research》 5卷9期 (2022/09) Pp. 531-537

https://doi.org/10.6918/IJOSSER.202209_5(9).0076

摘要

The purpose of this paper is to examine the effect of motivation on vocabulary instruction and to suggest feasible teaching strategies. By analyzing three empirical studies related to motivation strategies, it can be concluded that using motivation strategies in the classroom can effectively increase students' motivation and consequently facilitate their English acquisition. Based on the literature review and research analysis, this paper proposes a story‐based teaching method for vocabulary instruction. In the Chinese teaching context, the story teaching method provides teachers with a teaching direction that can improve students' motivation.

關鍵字

Motivational strategies ； Vocabulary learning ； Story teaching method ； Language teaching

參考文獻

Clement, R., & Kruidenier, B. G. (1983). Orientations in Second Language Acquisition, I: The Effects of Ethnicity, Milieu, and Target Language on Their Emergence. Language learning, 33(3), 273-291.

Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.2307/330107

Dörnyei, Z. (2001). Teaching and researching motivation. Longman.

Dörnyei, Z. (2014). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Taylor and Francis. https://doi.org/10.4324/9781410613349

Elley, W. B. (1989). Vocabulary Acquisition from Listening to Stories. Reading Research Quarterly, 24(2), 174–187. https://doi.org/10.2307/747863