【Abstract】This study investigated motivational language used within LA middle and high school settings during our 2-month training program at UCLA Extension. The implication for motivational language used in classroom teaching in China and the limitation for collecting plenty of motivational language samples were discussed， too.
　　【Key words】motivational language; teaching attitude; extrinsic; intrinsic
　　【作者簡介】何岚亭，李永桂，广州市天河职业高级中学。

1. Introduction

　　Motivation can be achieved in many different ways， motivational language has the potential to trigger an active， dynamic atmosphere within the classroom as well as create a welcoming classroom environment in little time， for language itself is basically characterized as “formative， expressive and directive functions ” （Le Coq 1955）. Thus， upon the fieldtrips to middle and high schools in LA， we used observation， survey and interview methods to investigate whether teachers used motivational language and whether students were motivated in class. We expected to collect contextualized motivational classroom language in order to serve as an information pool for reference in China. To analyze the factors to integrate motivational language into classroom activities， we found the way to improve our classroom teaching. Through effectiveness of motivational language， we can be more creative in solving student’s problems of high anxiety and low achievement.

2. FINDINGS