The authors examined motivating style in terms of a teacher's disposition to control students or support their autonomy. In Study 1, 4 independent samples of preservice teachers completed the Problems in Schools (PS) questionnaire so the authors could critically evaluate the instrument to assess motivating style as an individual difference characteristic. In Study 2, preservice teachers taught a 10-min instructional episode as raters judged their language and style. In Study 3, elementary and high school teachers self-reported a recent attempt to teach and motivate one of their students. Compared with their controlling counterparts, autonomysupportive teachers showed a distinctive motivating style as measured by their conversational behaviors, interpersonal style, and attempts to support students' intrinsic motivational and internalization processes.

The rapidly growing number of home schooled children in America creates a need for educators to understand the instructional dynamics of home schooling. The authors focus on the motivating styles teachers adopt in home school and public school contexts. Results showed that religiously motivated home educators embraced a relatively more controlling style than did public school teachers. Gender (being male) and frequent church attendance further predicted a preference to motivate children in controlling ways, irrespective of school context. The results illuminate the ideological roots underlying teachers' motivating styles, show that an adherence to a preinstruction agenda explains why teachers adopt a controlling style, and highlight the need for home school researchers to assess children's motivational development.

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Business English Teaching aims at cultivating students' ability to analyze and solve problems, improving students' comprehensive language competence and honing their business practical skills. Adhering to the principle of learning by doing and learning by teaching others, Case-Task Based Approach emphasizes students' ability of language use in authentic situation as well as their competence of taking part in social practices, which, to a large extent, corresponds to the objectives of Business English Teaching. Based on a diachronic combing of research ideas of Case-Task Based Approach, this writing analyzes the marketing course offered in School of English for International Business of Guangdong University of Foreign Studies through Case-Task Based Approach, expounds the implementation process of this approach and investigates into its strengths and weaknesses. Finally this writing will have a tentative exploration on how to improve the approach in practice so as to enhance the understanding of its application in Business English Teaching.

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