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Thesis (M.A.)—University of Nebraska—Lincoln, 1940. Department of Secondary Education.


Copyright 1940, the author. Used by permission.


Due to an apparent need to improve English instruction, and because stimulated learning is superior to non-stimulated learning, this study will attempt to reveal specific ways which have been found useful in inciting study activity.

The aims of this study are as followed:

1.To collect and classify specific techniques of motivating learning activity in English as reported in the English Journals, Volume XVIII, September, 1929 to Volume XXVIII, June 1939, inclusive.

2.To study these motivating techniques and make suggestions for the application of the most desirable ways of teaching the major fields of English; namely, composition, literature and grammar.

3.To note the frequency of mention of motivation as compiled from reports observed in this study in the three major fields of English; again, composition, literature and grammar.

4.Finally, to present a bibliography of others sources of motivation.

Advisors:G. W. Rosenlof and Mary Mielenz