The teaching of business English has always been concerned due to its close connection with real business world. Classroom motivations, as important factors affecting students' learning, are of great significance to business English teaching. Therefore, the purpose of this study was to explore the cognition of business English teachers in Chinese universities on classroom motivations, and analyze their application and effect in practice. This study collected data using methods such as questionnaire survey and classroom observation. Data processing and analysis were conducted through descriptive statistical analysis. The research found that there are some misunderstandings and blind spots in business English teachers' cognition of classroom motivations. At the same time, there are also shortcomings in the recognition and application of motivations by teachers. Teachers find it difficult to accurately evaluate the effectiveness of different motivational strategies, or fail to adjust and optimize motivational strategies based on student feedback and performance. Business English teachers' cognition of classroom motivations needs to be further improved, and targeted training and research are needed for different cognitive errors and shortcomings. Teachers can improve their motivational strategies, and better promote students' learning motivation and academic development by learning relevant theoretical knowledge and practical experience.

Hongping Feng. Business English Classroom Motivations: Cognition of Business English Teachers in Chinese Universities. International Journal of New Developments in Education (2023) Vol. 5, Issue 19: 162-168. https://doi.org/10.25236/IJNDE.2023.051925.

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