A Study On The Relationship Between English Learning Motivation And Learning Effect Of Junior Middle School Students

English learning motivation is the driving force that makes learners realize their desire for foreign language learning.This driving force can be influenced by many different factors.Different learning motivations will have different effects on students’ English learning.Junior high school stage is both the basic stage of learning English,and also the key stage.At present,many English teachers mainly focus on teaching methods instead of students’ learning motivation.Without understanding students’ learning motivation,teachers cannot carry out teaching activities correctly or appropriately.Not can they cultivate students’ comprehensive language using ability or discipline accomplishment according to their specific situation.Therefore,in order to stimulate students’ interest in English learning,cultivate their internal and long-term English learning motivation,and improve their English learning efficiency,this study will explore the relationship between English learning motivation and learning effect.This study,based on motivation theory put forward by the Crookes and Schmidt,and Gao Yihong’s classification of English learning motivation as the main body,assisted by Ellis’ s classification of learning motivation,divides English learning motivation into five dimensions: internal need,external requirements,learning situation,learning value and the degree of efforts.Adopting questionnaire,test paper and interview as research methods,taking 83 students in two classes of Grade 2 in a junior high school in Weihai City as subjects,the thesis tries to firstly real the present situation of English learning motivation and learning effect respectively.In addition it testifies the relationship between both aspects.The research results proved that: Firstly the overall English learning motivation of junior high school students is at a medium level.Among the five dimensions of English learning motivation are internal need,external requirement,learning situation,learning value and the degree of efforts,the motivation level of learning value dimension is the highest,followed by internal need,external requirement and learning situation,and that of external requirement dimension is the lowest.Secondly,In junior high school,students’ English learning achievement is one of the important methods to test the English learning effect.For this reason,this study take students’ English learning achievement as an example to reflect students’ English learning effect.The overall learning achievement of junior high school students in English is also at the medium level,with an average score of 55.12 out of 80 in the test paper.Just a small number of students’ scores much higher and lower.It indicates that there is still much room for students to enhance their learning effect.Thirdly,English learning motivation and its four dimensions(internal need,learning situation,learning value and the degree of effort)have significant difference at the level of learning achievement,while the dimension of external need has no significant differences in the level of learning achievement.Fourthly there is a high degree of positive correlation between English learning motivation and learning effect.the latter of which can be predicted in accordance with the former.The four dimensions of English learning motivation(internal need,learning situation,learning value and the degree of effort)are all highly correlated with learning effect.According to the results,the study proposes associated teaching suggestions from the aspects of teachers’ teaching and demonstration.Hopefully,the study might be of help for teachers to cultivate students’ English learning motivation,optimize English learning with the help of learning motivation and eventually improve students’ English discipline quality.