A Study Of Correlation Between English Learning Motivation Types And Self-identity Changes Of Senior High School Students

Learning motivation,one of the most important emotional factors in foreign language learning,and self-identity changes,a result of non-linguistic learning,have important influence on learners’ English learning.Foreign research on non-linguistic learning results is earlier and abundant in content abroad,while domestic research on changes in self-identity is relatively rare.Besides,the existing studies have focused on the college students,but few have focused on senior high school students.Therefore,this research will explore English learning motivation types of senior high school students and the characteristics of self-identity changes and their relationship,so as to provide teaching suggestions for improving high school students’ English learning motivation and constructing positive self-identity.The purposes of this research are as follows:(1)To investigate the main motivation types of senior high school students in English learning.(2)To reveal whether the students undergo self-identity changes after learning English and the general situation of changes.(3)To shed light on the relationships between the motivation types and self-identity changes.(4)To explore the factors that cause high school students’ self-identity changes.The researcher selected 680 senior high school students from 4 schools in Qiannan as participants,employing the questionnaires and semi-structured interview as the research instruments for data collection.SPSS was employed to analyze the collected data.Through analyzing the data and the semi-structured interview,the researcher gets the following results:(1)The main types of senior high school students’ English learning motivation types are the individual development,followed by the social responsibility and the information medium.(2)Senior high school students’ self-confidence change is the most obvious,followed by split change and productive change.(3)There are three canonical correlation variables between motivation types and self-identity changes.Especially,there was a strong relationship between intrinsic interest,productive change,and additive change.(4)The influencing factors include English achievement,foreign culture,and national culture.The Four implications about the research results are presented as the following:(1)Teachers should combine psychological theory with non-linguistic results to serve English teaching.(2)Teachers should build people-oriented teaching concept and encourage students’ self-confidence in English teaching.(3)Students should be given opportunities to experience more productive change and strengthen the mutual promotion of the English and Chinese.(4)Teachers should not only cultivate students’ inner interest in English,but also deepen their understanding and identification of the national culture.