A Study On English Learning Motivation Of Rural Senior High School Left-behind Students

With the acceleration of social urbanization,a large number of rural labor force poured into urban to find a job,thus formed a huge special group in Chinese left-behind children.Due to the long-term separation of parents and children,many left-behind students’ learning performance is not good.Learning motivation,as one of the most affective factors in English learning,is a kind of learning desires of learners.It activates and maintains learning activities,and has a vital impact on the process and results of English learning.Based on the previous motivation theory,this paper investigates and studies the influencing factors of English learning motivation of left-behind students,and then analyses the factors of English learning motivation of left-behind Students in rural areas,so as to put forward targeted strategies to stimulate their English learning motivation and improve their passive English learning status.The main research questions are as follows: 1).What are the main types of English learning motivation of rural senior high school left-behind students? 2).Are there any difference in English learning motivation in left-behind students between genders and between grades? 3).How is rural left-behind students’ English learning motivation motivated?The findings are as follows: 1).The earning motivation of Senior high school left-behind students in English learning can be divided into three categories,in cluding seven motivation factors.The senior high school left-behind students are greatly influenced by three motivational factors: personal development,social responsibility and information media.The motivation of senior high school left-behind students in English learning is mainly influenced by the following factors: instrumental motivation,cultural factors and teaching environment.2).There is no significant motivation difference of different gender in senior high school left-behind students.Senior high school left-behind students of Grade one have higher English learning motivation than Grade two,especially in three motivation types,they are internal interest,social responsibility and personal development.3).This research puts forward several strategies to stimulate the English learning motivation of the left-behind students,including: cultivating students’ English learning interest,help senior high left-behind students set proper English learning goals,stimulate English instrumental learning motivation;cultivating students’ confidence in English learning and improvin3 g their sense of achievement;helping students form good English learning habits and master appropriate learning strategies;adopting various teaching methods to enrich teaching content,teachers can expand some foreign culture in English teaching procedures;It is also very necessary that teachers should help create a favorable English learning environment.Teachers should pay more importance to the individual differences between English learners.Students’ individual differences should be evaluated in multiple ways.It is very important that teachers ’ own charm should be improved,and good teacher-student relationship should be built.This paper broadens the field of motivation research and has some pedagogical implications for rural teachers.