抄録
Despite the wide range of research on motivation, existing research theories as well as their conclusions do not appear to have significantly contributed to classroom teaching methodology. This study aims to provide language teachers with practical techniques by focusing on preventing demotivation. A questionnaire survey was conducted among Japanese high school English learners in the form of a forty-six item questionnaire. The questionnaire was administered to 336 students from 4 different high schools in different parts of Japan. The research questions were as follows. (1) Are there any differences in the teaching strategies' strengths between more-motivated and less-motivated learners? (2) What strategies are effective for preventing demotivation in each group? and (3) Are there any differences in the teaching strategies' strengths between more-motivated learners and those who like English, and less-motivated learners and those who do not like English? After statistical analysis, the study concluded that most of the strategies appear to be more effective for more-motivated learners with some strategies appearing to be more effective than others. Sensitivity appears to be the most useful for all learners. In terms of which strategies are effective, there does not seem to be a significant difference between more-motivated learners and those who like English, and less motivated learners and those who do not like English.
