Graziane Costa
For over two decades, scholars in the field of secondlanguage teaching have proposed extensive lists ofstrategies to motivate language learners. However,the number of studies investigating the actual use ofthose strategies in L2 classrooms is meager. Thisbook examines the importance and frequency of 43motivational strategies divided into 16 conceptualdomains. Twenty-three teachers and 213 of an EFLschool participated in the investigation.Quantitative and qualitative data were drawn fromquestionnaires, interviews, and classroomobservations. The results suggest that from the 16conceptual domains of motivational strategies, threeare potentially motivating. Results also reveal thatsome strategies regarded as important have beenunderutilized in the classroom. The analysis andfindings may help language instructors, researchersin the field of linguistics and pedagogues increasetheir awareness of a more motivating learning.
