On Senior High School Students’ English Learning Motivation

The Ordinary High School English Curriculum Standards (Experimental) requiresthat English teaching should help students possess stable and sustainable learningmotivation. The reform of Jiangsu Provincial English Entrance Examination has alsobrought teachers and students a new challenge. In order to successfully complete theteaching task in senior high schools, students should start from the very beginning in theirsenior high school study to have strong learning motivation.Based on relevant learning motivation theories, a questionnaire survey was carried outon173students from Jiangsu Qidong High School. According to the seven kinds ofEnglish learning motivations of learning interest, academic grade, going abroad,information medium, personal development, social obligation and learning environment,learning motivations of students from different groups were compared and analyzed upon.The findings of the research are: there is no difference in English learning motivationbetween boys and girls and no obvious difference between students from towns andcountryside, but there is some difference between top students and ordinary students. Tolearn the attribution of middle school students’ English learning motivation,20senior onestudents and six English teachers were interviewed. It is found that some senior onestudents lack intrinsic motivations and interest in learning English, on the other hand, someEnglish teachers are busy with teaching tasks, ignoring their students’ English learningmotivation. Based on the study and the author’s personal teaching experience, someproposals were made to simulate and keep students’ English learning motivation on the one hand and to improve English teaching and learning efficiency on the other.