The Influence Of High School Students' Self-identity Changes To The English Learning Motivation

Self-identity is a non-verbal language learning result. Gardner(1979) has pointed out that learning a foreign language in the classroom environment is not only an educational phenomenon or a compulsory subject, but the integration of the target language culture.Which means the learners enter a new culture, a new society. In this foreign language learning environment, the learners'self-identity would change, at the same time this change would affect the second language learning. In recent years, the relationship between self-identity changes and English learning motivation has became the focus of educational psychology. However, the progresses was slow, and the self-identity how to influence the English learning motivation remains uncertain. For this, the writer dose the following studies.Study A: the writer selects 12 high school students to conduct interviews, and based on the results of interviews to determine the changes of self-identity content. At first, the writer compiles the high school students'self-identity change questionnaire. And revises the high school students'English learning motivation questionnaire.Study B: the writer uses this two questionnaires to servey 550 high school students. To study the overall situation of high school students' self-identity changes and English learning motivation. As well as the differences among different students in each dimension of self-identification and English learning motivation. Then the writer discusses the relationship between self-identity changes and English learning motivation. Through the above two studies, the following conclusions were obtained:1. In high school the students exist six self-identity changes, ranked high to low are the productive change, self-confidence change, additional change, subtractive change and split change. The productive, additional and self-confidence change greatly, and forme the general trend. The subtractive change and split change don't become a general trend.2. The high school students of different gender have significant differences in split and self-confidence changes. The students in different grades are significantly different in all dimensions of self-identity changes. And students from different disciplines has significant differences in the additive, subtractive and productive changes.3. In general, the high school students'main English learning motivation is intrinsic motivation. All the motivations rank high to low are learning context, intrinsic interest, effort, extrinsic and practical value motivations.4. The high school students of different genders only in the dimension of practical value has significant differences. Overall, girls have higher English language learning motivation than boys. Different grades and subjects students all have significant differences in various dimensions of English learning motivation.5. The various dimensions of self-identity and English learning motivation exist significant relationship except self-confidence change.6. Regression analysis showes that self-identity change have significant influence to the English learning motivation. The prodiction of self-confidence, additional and production changes to the interest and efforts motivitationis is the strongest. And the productive change also have high production to effort, learning situations and practical value motivation.