To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative and surveys were used to collect data from the teachers (N=10) and the pupils (N=142). The results show that the teachers regard their own behavior and a stimulating, varied teaching as most important, whilst the pupils prioritize clear and understandable instructions and are concerned with a pleasant classroom climate, where humour is present and where it is safe to make mistakes. In addition, the results indicate that teachers, as well as pupils, are not particularly interested of a transmission of responsibility from the teachers to the pupils. / <p>Engelska</p>
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-26553 |
| Date | January 2017 |
| Creators | Jonsson, Helena |
| Publisher | Högskolan Dalarna, Pedagogiskt arbete |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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