El uso y la percepción de estrategias motivacionales en la enseñanza de español como lengua extranjera en un instituto de Gotemburgo. Un estudio empírico

Abstract

It has been proven that teachers in language classes have a big role in motivating their pupils in their learning. Nonetheless, the literature review will show that there are not many empirical studies in Sweden about how Spanish language teachers use motivational strategies in their classrooms with the intention of motivating their students. This study aims to start to fill in that vacuum and tries to find the answers to two research questions: if teachers of Spanish as a foreign language, in a high school in Gothenburg, use various motivational strategies in their classes, and if their students feel that the strategies used by the teachers are effective or not. To answer these questions, both observations and questionnaires are used, from which it is visible that the teachers in the study do not use numerous motivational strategies, and that the students, in general, do not feel that their teachers motivate them in their learning of the Spanish language.