Characteristics Of Junior High School English Learning Motivation And Teacher Support Research

Over the years, the academic study focuses mostly on the cognitive aspects of language learning,but pays relatively less attention to the emotion of learners, which has the same effects on language learning as cognitive factor, or sometimes even more than that. Academic motivation is the most dynamic one among a good many individual factors in language learning. This article has stated the theory of foreign language academic motivation at home and abroad, and related research development, which provides a relatively complete framework for self-determination theory, and then organized a lot of foreign language motivation systematically, so the study on academic motivation is carried out in English learning of domestic junior high school on the basis of self-determination theory. However, considering that questionnaires made according to the self-determination theory are not always suitable for domestic students, the author has revised and compiled questionnaires with the teachers'supporting and English learning motivation in junior high school according to the theory and interview.This paper, baesd on the two study tools as and , which are conducted and investigated by taking random sample at different classes in 695 junior high school students of a different gender, grade and who serves as class cadres or not from both a key and general secondary school in Chengdu, probes into the traits of those students'English academic motivation, and its relation to English teachers'supporting.In the end, it is concluded that there are four points about the study as below.(1) There are three dimensionalities from teachers'supporting:autonomy supporting,competence supporting,relation supporting, and four dimensionalities from English learning motivation:external motivation,introjected regulation,identified regulation and internal motivation. After modification and testing, the two kinds of questionnaires have good reliability and validity.(2) As a whole, the highest score got by junior high school students is on identified regulation motivation, followed by internal motivation, and then introjected regulation motivation, the lowest on external motivation. There are significant differences in English academic motivation of junior high school students in terms of gender, grade, school types, cadres or not. The variables of gender and grade interact remarkably on the demension of external motivation, introjected regulation, identified regulation motivation, the same as school and grade on introjected regulation and identified regulation motivation, gender, school and grade on external motivation.(3) English teachers'competence supporting is negatively correlated to the students'external motivation and introjected regulation of English learning (p<.01). And English teachers'competence supporting take the role of negative prediction for students'external and introjected regulation motivation of English learning.Both English teachers'autonomy supporting, competence supporting, relation supporting and internal motivation, identified regulation motivation of students'English learning have achieved a significant positive correlation levels (p<.01). These three supporting take the role of positive prediction for students'internal and identified regulation motivation of English learning.