A Study On The Relationship Of Learning Motivation And English Achievement Of Senior High School Students With Extra-school English Tutoring

In many developing countries,extra-school tutoring is a relatively common phenomenon,especially in countries of East and Southeast Asia.In China,the current extra-school tutoring is also particularly popular.With the reform of college admission test,more and more senior high school students choose to learn English in extra-school English tutoring lessons.These students are huge in number,but there is insufficient attention on the study of learning motivation of this group in extra-school English tutoring classes.Therefore,the author determines to do some research on English learning motivation types,motivational intensity and their influence on English achievement of senior high school students who participate in extra-school English tutoring,and puts forward some suggestions on how to stimulate students' learning motivations for English teachers in extra-school.Choosing 152 first-grade senior high students in a middle school as subjects,with the help of questionnaire,the author uses SPSS17.0 to analyze the data,including factor analysis,Pearson correlation analysis.Regression and One-Way ANOVA.Through the data analysis,the study reveals the following results:(1)Students' extracurricular learning motivation could be classified into instrumental motivation,cultural motivation,and learning situation motivation.They include internal interest,social responsibility,personal development,achievement motivation,going abroad,information media and learning situation motivation.Their motivation intensity include learning content,attitude,learning consciousness,and leaning initiative.(2)There is a significant difference in English learning achievement among students with different motivational intensity.(3)The motivation intensity,internal interest and personal development correlate positively with English achievement;the correlation between motivation intensity and English achievement is the most significant.The achievement motivation is proved to have negative correlation with English achievement.(4)Internal interest,personal development and motivation intensity have positive influence on achievement,but achievement motivation has negative influence on academic achievement;achievement motivation,internal interest and personal development motivation together can predict 55.8%variance of subjects' English achievement,while motivation intensity of learning content,attitude,learning consciousness and leaning initiative can predict 68.4%variance of subjects' English achievement.Based on the study above,the author puts forward the following teaching suggestions:use literary materials to cultivate students' internal interest;make use of materials they are interested in to stimulate students' interest in learning;diversify teaching form and create fun in class;design assignments skillfully to improve motivational intensity;use the assessments rationally to inspire students' learning motivation.