A Research On The Learning Motivation Of Chinese Slow Learners Of English At Senior High Schools

English is one of the most important communicative tools in the world. With the augment of China’s international status, English education has been overwhelmingly popular in China. However, during the current process of English teaching and learning at senior high schools, there has been a large number of students who have difficulty in learning English. They are generally called the Chinese slow learners of English(CSLE’s). Motivation is a crucial emotional factor influencing English learning, which has been paid close attention by linguists and educational psychologists in recent decades. There has been a close connection between English learning motivation and learning difficulties. Through the in-depth analyses of learning situation and learning motivation of the CSLE’s, this thesis attempts to find out the root causes of their learning difficulties, and on this basis to provide targeted solutions. English teachers at senior high schools can take them as references, learn to understand the relationship between learning motivation and academic achievement, take the advantages of English learning motivation, and help the CSLE’s at senior high schools break away from English learning difficulties gradually.With methods of questionnaire survey, personal interview and comparison, this study tries to answer the following three questions: 1) What are the types of English learning motivations of the CSLE’s? At what levels are their motivations? 2) Are there any differences between the distinct dimensions of English learning motivation of the CSLE’s? 3) What are the significant differences between the CSLE’s and the Chinese quick learners of English(CQLE’s) in English learning motivation?Through questionnaire and personal interview, the study found that the learning motivation of CSLE’s at senior high school is at the middle level. The main types of learning motivation are instrumental motivation, intrinsic motivation, extrinsic motivation and integrative motivation. The intensity of learning motivation is not high. There are differences between the relevant factors in dimension of the same motivation. And there are significant differences between CSLE’s and CQLE’s in learning motivation types, motivational intensity, self-efficacy and learning attitude. According to the research results, the author offers some suggestions both for teachers and students. 1) For teachers: Stimulate the learning motivation of CSLE’s and cultivate their self-efficacy at senior high school. 2) For students: correct English learning attitude and improve the motivation of English learning.