Oral English Teaching for English Majors from Achievement Motivation: A Case Study of Sichuan Minzu College*
Available Online 14 February 2020.
- https://doi.org/10.2991/assehr.k.191217.080How to use a DOI?
- achievement motivation, oral English teaching, Tibetan minority areas
- Most English majors in Tibetan minority areas don’t dare to speak English in class and out of class for various reasons, which poses a big challenge for oral English teaching. Achievement motivation is of great importance for English learning and could be applied to guide English learning. After introduction of its definition, its types divided by Ausubell, John William Atkinson’s achievement motivation theory, his formula and its functions in education, some information about current situation of oral English learning and achievement motivation in oral English learning is learnt by classroom observation, face-to-face interview, students’ evaluation of teaching and questionnaire. Then based on these information, some suggestions are offered to oral English teaching from oral English learning interest, teaching quality, learning value, building self-confidence, setting goals, learning methods, teachers’ expectation, praising and criticizing students, arranging competitions, creating opportunities of success, learning feedbacks and attributional styles in order to improve oral English teaching and learning quality more effectively in Tibetan minority areas.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Panpan Cao PY - 2020 DA - 2020/02/14 TI - Oral English Teaching for English Majors from Achievement Motivation: A Case Study of Sichuan Minzu College* PB - Atlantis Press SP - 61 EP - 67 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.191217.080 DO - https://doi.org/10.2991/assehr.k.191217.080 ID - Cao2020 ER -