A Study On The Relationship Between Senior High School Students' English Learning Motivation And Reading Strategies

With the development of society and communication among different countries, it is no doubt that learning English is extremely significant. English learning motivation is the most creative factor of language learner's personal factors. Lots of researchers and educators focus their attention on it. Meanwhile, as one of the basic skills, reading ability needs improving. This research is the study about the relationship between senior high school students'English learning motivation and reading strategies. The study aims to talk about the main types of English learning motivation, the use of reading strategies and the relationship between English learning motivation and reading strategies. All these will provide more teaching experience for senior high school students'reading learning and the teaching task of English teaching educators.The research use questionnaire and interview to study the types of English learning motivation and the use of reading strategies.108 senior high school students in Changchun Second Middle School participate in this questionnaire investigation. SPSS11.5 is used to analyze the data. Finally, in order to know more about research questions,8 senior high school students are interviewed.The research findings show that:Firstly, the motivation of personal development of senior high school students is the strongest motivation among the seven types of motivations. The rank order is as follows:personal development, information medium, learning achievement, going abroad, intrinsic interest, social responsibility, and learning situation.Secondly, the senior high school students use various kinds of English reading strategies. The mean score and frequencies of the three kinds of English reading strategies which the senior high school students used are mainly at middle level. Cognitive strategies are used more compared with metacognitive strategies and social/affective strategies. Translation is the most use and grouping is the least use.Thirdly, the senior high school students'English learning motivation has some relationship with reading strategies. All kinds of motivations have positive correlation with all the reading strategies except the motivation of learning achievement. The correlation between the motivation of intrinsic interest, information medium and most of the reading strategies is significant and positive. Meanwhile, the motivation of learning achievement has non-significant and negative correlation with most of the reading strategies.This study gives more practical suggestions on the English learning interests of senior high school students and to hold positive learning attitudes.