ABSTRACT
We conceive motivational teaching strategies as instructional interventions applied by language teachers to promote and enhance student motivation. This chapter considers research on the nature of motivational language teaching. It examines existing frameworks for motivational language teaching practice, identifying their theoretical underpinnings. Existing studies focusing on the relationship between teacher practice and learner motivation in language learning are predominantly descriptive in nature, and many rely on self-report. These studies are critically discussed before turning to the data gathered from the SCOLAR study.
Examination of the SCOLAR data begins with a descriptive account of the teachers’ practices across the Hong Kong schools, before considering the extent to which motivational practices differ according to instructional setting. The chapter then examines the nature of the relationship between teachers’ motivational practice and learners’ motivation, drawing implications for research and practice.
