Abstract
This article discusses an intervention project by means of motivational approaches in a British culture survey course for English majors in mainland China's university classroom context. The intervention uses such motivational theories as attribution and task orientation to motivate the teaching and learning of the EFL course so as to create a cooperative classroom environment. Theoretical bases of the Chinese heritage culture and motivation are examined, specific intervention procedures discussed, relevant data analysed and finally some suggestions regarding the EFL teachers' important role in promoting the quality of EFL education are made. The intervention results show that an innovative pedagogy to motivate students' metacognitive awareness, cognitive and socio‐cognitive ability in cooperative classroom learning situations different from the traditional cramming methods and examinations proves effective. Motivation should be given a central role in promoting China's EFL quality education.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.