A Study On Junior School Students’ English Learning Motivation And Its Influential Factors

In recent years, as the international communication and cooperation increase, learning English is becoming the basic demand of talents in21st century. Chinese begin to pay more attention to learning English. To a great extent, learning English is closely related to learning motivation, and only when the learners positively want to learn and make best use of reasonable methods, can they get approving results. Are there any different English learning motivations between different students? If there are, what are the differences?From existing research, we find that most of them pay more attention to the university students’English learning motivation, seldom were the research concerned with middle school students, so we cannot directly use these results to analyze the middle school students’ English learning motivation.After analyzing the existing literature, and according to the five types of motivation the former researchers have proposed, that is to say, intrinsic and extrinsic motivation, integrative and instrumental motivation, and achievement motivation, through questionnaire research method, the author studied the Status quo of junior school students’English learning motivation that has been affected by the five types of motivation and the variations of their English learning motivation in terms of gender, grade, family context and current English proficiency. Based on the research, the main conclusions are as follows:On the whole, junior high school students’motivation in learning English is not optimistic in Fushun City, Liaoning Province. The level of their English learning motivation is lower than the average. Through the further analysis of the data, we find that nearly two fifths of junior school students have higher English learning motivation than average, about one third students at the middle level, and nearly one third students are lack of English learning motivation. The five types of junior school students’English learning motivations were distributed unevenly, and there are significant variations, with achievement motivation being in the highest level, extrinsic motivation in the lowest level. There is significant variation in terms of gender. Female students’English learning motivation is significantly higher than that of male’s. There is significant variation in terms of grade. Grade three junior students’English learning motivation is significantly lower than that of grade one and two. There is significant variation in terms of family source. Rural students’ intrinsic motivation and achievement motivation are obviously higher than that of the students’in cities and towns. There is significant variation in terms of current English proficiency. And the results prove that the higher scores of the students, the higher English learning motivation they have.According to the study result, the author gives some suggestions to the English teaching:English teachers play a very important role in their English learning process. As English teachers, they should observe the student’s behavior with patience, especially those with low motivation but having the ability to learn English well, and those with high motivation but not having a good English study method, and design some classroom activities to arouse the students’English learning motivation. The schools should provide more chances to let the students engage English, such as let the foreign teachers give the students class, which can let the students engage more English activities, and hold some English competition because most of students want to succeed, and to be the winner, so when they join in a competition, they will try their best to win, and the process of preparing for a competition is that of improving their. English. Parent is child’s first teacher, as parents, they should guide their children correctly, both in their values and study. Parents should participate in the education along with the school and teachers, and give support to the school’s educational activities of heightening the students’interest in English.