A Survey Study Of English Learning Motivation Of Xinjiang Rural Minority High School Students

With the internationalized development of China,English learning becomes more and more important.However,during the one-year voluntary teaching process in Xinjiang rural regions,the author found that most minority high school students’ English learning performances are poor.Based on this background,taking the students of Yiwu high school as an example,the current motivation level of their English learning was investigated,the discrepancies and affecting factors of English learning motivation of different student groups were interpreted,and practical implications for improving minority students’ motivation to learn English and the effectiveness of English education in Xinjiang rural areas were clarified.This study randomly selected 379 minority students in Yiwu high school as the research objects.Based on D?rnyei’s L2 Motivational Self System(L2MSS),questionnaires and interviews were designed and conducted.Three aspects,covering the overall motivation level of students’ English learning,gaps among motivation levels of different student groups’ English learning,and distinct individual factors’ positive or negative effects on minority students’ English learning motivation,were studied.Above all,the overall motivation level of participants’ English learning is slightly high.Among it,the level of “ought-to L2 self”(OL2S)is surprisingly highest,while the level of “ideal L2 Self”(IL2S)is just a little bit above average,and the level of “second Language learning experience”(SLLE)is unquestionably low.Secondly,there are significant differences of English learning motivation among students in different genders and grades.The girls’ English learning motivation is greater than boys’,boys’ IL2 S and SLLE levels are relatively low,both boys’ and girls’ OL2 S levels are particularly high;Grade 3 students’ motivation level of English learning is greater than Grade 1 and Grade 2 students’,Grade 1 students’ IL2 S and SLLE levels are relatively low,Grade 2 students’ SLLE level is particularly lowest,all grade students’ OL2 S levels are obviously high.The overall motivation levels of English learning of all minority student groups are slightly high and there are little differences among them,Uygur students’ SLLE level is relatively low,and Zhuang students’ IL2 S,SLLE levels are obviously low,while the OL2 S levels of all minority student groups are high.Thirdly,different individual factors,including low parents’ educational level,short English learning duration,high minority language proficiency and low Chinese language proficiency,will make negative effects on minority students’ English learning motivation levels,IL2 S levels and SLLE levels.According to the research results,the following three enlightenments were put forward: how to improve the English learning motivation level of minority high school students in Xinjiang rural areas,how to close the gaps among English learning motivation of students in different genders,minorities and grades,how to boost English learning motivation of minority students with low parental education,short duration of English learning,high proficiency of minority languages and low proficiency of Chinese.