The purpose of this article is to study the perception of Iranian EFL learners of the importance and frequency of their teachers’ motivational strategies. Preceded by a few similar studies, this research study was conducted in the cultural milieu of Iran where learners have different characteristics compared to their counterparts in other areas of the world. A total of 168 students took part in the study and completed a Likert scale questionnaire on both importance and frequency of the motivational strategies in their language classrooms. The descriptive and correlational analyses revealed that there is relative congruence between what the students regarded to be important and what their teachers performed in the classrooms. Besides, the students’ choice of the strategies shows that they consider the teacher as the major model and source of confidence. The results are discussed with particular attention to the cultural context of Iran.

中文翻译：

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伊朗英语学习者对教师动机策略的重要性和频率的认识

本文的目的是研究伊朗EFL学习者对他们教师动机策略的重要性和频率的看法。在进行了一些类似的研究之前，这项研究是在伊朗的文化环境中进行的，该国的学习者与世界其他地区的学习者相比，具有不同的特征。共有168名学生参加了该研究，并就他们的语言课堂中动机策略的重要性和频率完成了李克特量表的问卷调查。描述性和相关性分析表明，学生认为重要的内容与老师在课堂上的表现之间是相对一致的。除了，学生对策略的选择表明他们将老师视为主要模型和信心来源。讨论结果时，应特别注意伊朗的文化背景。