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The Role of Motivational Strategies in the Upper Elementary Classroom: A systematic literature review about teacher strategies that promote self-confidence, motivation and a conducive learning environment
Dalarna University, School of Education, Health and Social Studies, Educational Work.
2016 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim of this literature review is to investigate which strategies teachers use to motivate pupils to communicate orally in English. The literature review also investigates how these teacher strategies affect pupils. The methodology used for this investigation is a systematic literature review. Various databases have been used when searching for literature. Scientific articles and theses have been searched for. They have also been read and analyzed before they have become a part of this review. The results indicate that some teachers feel insecure when speaking English. Therefore Swedish is spoken in many language classrooms. Teachers speaking in front of the class is the traditional way of teaching, and it does not seem to be a strategy who influences pupils positively. If teachers speak the target language among pupils they often get more motivated and focused pupils who feel comfortable speaking English. Young pupils are fast learners. By exposing them to the English language in early ages they receive great opportunities to learn a foreign language and strengthen their self-confidence. Drama, songs and rhymes are preferable strategies to use when teaching young learners. What position teachers decide to take in the classroom is also a significant element when teaching foreign languages.

Place, publisher, year, edition, pages
Keyword [en]
Motivation, self-esteem, strategies, teacher role, target language, foreign language
National Category
Pedagogical Work
URN: urn:nbn:se:du-21190OAI: diva2:908530


Available from: 2016-03-02 Created: 2016-03-02

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