A Survey On English Learning Motivation Of Junior Middle School Students In Minority Areas

During the steady development of English teaching in Guangxi in the past two decades,great progress has been made in all aspects.However,the development of English teaching in remote minority areas is relatively lagging behind,and students’ English learning is not ideal.In order to stimulate students’ interest in learning in Hechi minority areas,and guide them to gradually transform their interests into stable learning motivation,it is significant to explore the motivation of English learning of junior high school students in Hechi minority areas.This research takes the junior middle school students of Han,Zhuang,Miao,Yao,Mulao and other ethnic groups in Hechi minority region of Guangxi as the survey objects,through questionnaires and interviews,exploring the junior students’ learning motivation.More specifically,by using Gao Yihong’s motivation types which are instrumental motivation,cultural motivation and situational motivation to investigate and analyze the English learning motivation of a minority middle school in Hechi.Specifically study the following three questions:(1)What is the English learning motivation in the ethnic junior middle school students in Hechi?(2)What difference among different Grades in English learning motivation in the ethnic junior middle school students in Hechi? If there are differences,what are the causes that affect the differences?This study referred to Gao Yihong’s English Learning Motivation,developed a questionnaire for English learning motivation of junior high school students in an ethnic middle school in Hechi.Descriptive analysis and inferential analysis were performed on the collected data using SPSS25.0.Inferential analysis specifically includes: principal component analysis,descriptive analysis,and One-way ANOVA.The data analysis results show that: Firstly,in the aspects of English learning motivation,the English learning motivation is at a moderately high level.Among that,the score of the instrumental motivation is at the highest level,followed by cultural motivation,and the score of situational motivation is the lowest.Secondly,in terms of the differences of English learning motivation among the three grades,there are significance in students’ overall English learning motivation in Grade 8 and Grade 9,while there are not differences in Grade 7 and Grade 8,Grade 7 and Grade 9.The causes for these differences include internal factors and external factors.For internal factors include setting goals,cultivating intrinsic interests and active attitudes,efforts and other emotional factors.For external factors include family background,the difficulty of textbooks,learning environment and teachers influence.Based on the research results,the following implications are obtained for English teachers: 1)Regularly participating in training to improve their language skills and teaching skills;2)Creating a relaxed and harmonious learning atmosphere by diversified activities;3)Helping students develop clear learning goals;4)Cultivating students’ intrinsic interests and active attitudes;5)Guiding students to make corresponding efforts to achieve the goals;6)Establishing a harmonious cooperative relationship with parents to guide students in learning.