The Influence Of Family Socio-economic Status On English Learning Motivation Of Junior High Students

Learning motivation,as the most active and individual part of English learning,has been the focus of educators and language researchers at home and abroad in recent years.Among the many social situation factors that affect English learning motivation,the family socio-economic status has been considered as an important indicator of the social and economic status of the family.Some scholars have pointed out that family socioeconomic status will directly affect children's personal development and learning motivation.Some scholars have pointed out that the influence of family socioeconomic status on children is achieved through a series of intermediary variables.This study based on the Theory of Self-decision,which proposed by Deci& Ryan who explained the learning motivation as external(external regulation,introjected regulation,identified regulation)and internal.With 473 students as research objects,who come from three grades of a pubic junior high school which located in Shenzhen,China.Through the questionnaire survey and semi-structured interviews of students' English learning motivation and the socio-economic status of the family,in depth to understand the current types of students' English learning motivation,then further explore the influence of parents' job career,parents' educational level,and family economic situation on English learning motivation of junior high students,and then the influence of family socio-economic status on English learning motivation of junior high students under the influence of sex and grade and other demographic variables;Based on this,further explore the indirect influence of family socioeconomic status on English learning motivation,and the casual relationship among socio-economic status of family,educational expectation of parents,and junior high school students' English learning motivation.The results show that the distribution of English learning motivation of junior high students is in good condition,and identified regulation takes the highest score,followed by internal motivation,external regulation,introjected regulation;gender and grade have significant differences in English motivation types;family socio-economic status plays a very positive significant effect on English learning motivation,such as identified regulation and intrinsicmotivation of junior high school students;Parents' educational expectation has partly mediating effect between family social economic status and identified regulation;Parents' educational expectation has partly mediating effect between family socio-economic status and internal motivation.Through collating and analyzing the research results,this paper puts forward some targeted suggestions for the lower socio-economic status families from three perspectives,family,school and teacher,in order to improve junior middle school students' English learning motivation and promote the continuous internalization of external motivation.