A Study On The Difference And Correlation Between English Self-concept And Learning Motivation Of Junior High School Students

Emotional factors play a role in regulation and control in English learning.Self-concept and learning motivation are two emotional factors that can not be ignored in the process of English teaching,which will greatly promote or hinder English learning.In recent years,these two factors have not only attracted the attention of psychologists,but also gradually applied to education.Junior high school students are at a critical stage in the formation of English self-concept and English learning motivation.How to cultivate students to establish self-confidence in actively learning English and motivate students to learn English has aroused the attention of the author.Self-concept and English learning motivation promote students’ internal factors in English learning.It is especially important to study the relationship between the two to improve junior high school English teaching and improve the quality of English learning for junior high school students.In this study,199 students from a junior high school in Qufu City were surveyed,and 20 students were interviewed according to the results of the questionnaire survey to make up for the shortcomings in the quantitative research.The questionnaire survey consists of two sets of questionnaires.Among them,the English self-concept of junior high school students draws on the Study on the Situation of Middle School Students compiled by Professor Wang Chuming of Guangzhou Foreign Studies University.The scale is slightly modified according to the psychological characteristics and personality characteristics of the junior high school students.The self-motivation scale of junior high school students mainly refers to the questionnaire of English learning motivation designed by Gao Yihong(2003).The author has revised the actual English learning situation of junior high school students.This study uses SPSS software to conduct statistical analysis of the questionnaire data,and combines with the interview recordings,the following findings were found:(1)There are significant differences in English self-concept and learning motivation between junior high school students of different genders.Girls have higher English self-concept and learning motivation than boys.(2)There were no significant differences in English self-concept and learning motivation among junior school students of different grades.However,the first-year students are generally higher in English self-concept and learning motivation than the second-year students.(3)Junior high school students with different learning levels have significant differences in English self-concept and learning motivation.High-level students are better at English self-concepts and learning motivation than low-level students.(4)The self-concept of junior high school students has a significant positive correlation with English learning motivation.The changes of English learning motivation of junior high school students of different grades,genders and different levels of English learning and their discussion with English self-concept have important practical guiding significance for English teaching.This study provides a theoretical basis for teachers to improve the English learning ability of junior high school students from emotional factors based on individual differences.Teachers can intervene in students’ English learning from both academic and emotional aspects.Based on the differences in students’ gender,grade and English level,they pay close attention to the psychological development characteristics of junior high school students and give them appropriate encouragement.Teachers should also cultivate students’ self-confidence and enthusiasm for learning English,and encourage them to form a positive self-concept,and guide them to develop stable English learning motivation at this stage,and effectively improve students’ English learning ability and level.