Abstract
This chapter addresses the limited research on equipping teachers with relevant knowledge and enhancing students' motivation in the context of Hong Kong. Previous studies in Hong Kong have primarily focused on measuring the motivation of students in specific language skills while neglecting the investigation of how to effectively train teachers in motivational strategies. To fill this gap, an intervention was conducted to examine the change in motivational strategies among pre-service Chinese teachers in Hong Kong. Adopting Dörnyei's Motivational Strategies Framework as the theoretical framework, the study utilizes pre-and post-self-report with over 116 pre-service Chinese teachers and followed up by a focus group interview. The aim is to understand their perceptions of various motivational strategies and how these perceptions are formed before and after the intervention. By taking a pragmatic approach, the study seeks to provide valuable pedagogical insights for practicing teachers and bridge the gap between motivation theories and classroom practices. Copyright © 2024 selection and editorial matter, Sin Manw Sophia Lam, John Chi-Kin Lee and Chung Mou Si; individual chapters, the contributors.
Original language | English |
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Title of host publication | Learning and teaching Chinese as a first language: International perspectives |
Editors | Sin Manw Sophia LAM, John Chi-Kin LEE, Chung Mou SI |
Place of Publication | Abingdon, Oxon |
Publisher | Routledge |
Pages | 103-119 |
ISBN (Electronic) | 9781003410454 |
ISBN (Print) | 9781032531267, 9781032531311 |
DOIs | |
Publication status | Published - 2024 |