A Study On The Correlation Among Junior High School Students’ Second Language Motivational Self-system,Foreign Language Anxiety And English Learning Performance

With the deepening of the study of the second language motivational self-system,researchers have realized that there are not only intellectual factors in the English teaching process,but also emotional factors play an important role in education and teaching.The English Curriculum Standards for Compulsory Education（2022）points that emotion strategies are one of the learning strategies commonly used by students in the process of learning and using English.The cultivation of emotional strategies helps to reduce the anxiety that occurs in the learning process of students,enhance students’ motivation to learn,and effectively build self-confidence in learning English.It can be seen that in the process of education and teaching,motivation factors and anxiety factors have a direct impact on students’ English learning performance.However,the author found that few scholars combined second language motivational self-system and foreign language anxiety to prove that there is a close relationship from the existing literature in China.Besides,these study participants are also limited to college students and graduate students,there are insufficient studies of primary and secondary school students.The perspective of research still needs to be broadened.On this basis,this study takes hierarchy of needs theory and attribution theory of achievement motivation as the theoretical foundations and takes 300 junior high school students in an ordinary junior high school in Yulin City,Shaanxi Province as the research subjects,and collects data by quantitative research,using the second language motivational self-system questionnaire,the foreign language classroom anxiety scale and the English mid-term test scores,in order to answer the following three research questions:（1）What are the current situations of second language motivational self-system and foreign language anxiety of junior high school students?（2）Is there a correlation among second language motivational self-system,foreign language anxiety and English learning performance in junior high school students?（3）What is the influence of second language motivational self-system and foreign language anxiety on English learning performance in junior high school students?The study data were analyzed by SPSS 25.0,and the results showed that:（1）the overall level of second language motivational self-system in junior high school students is high,followed by second language learning experience level,while ought-to second language self-level should be the lowest;foreign language anxiety level of junior high school students is usually very low.The average scores of the three dimensions of foreign language anxiety are from high to low: fear of negative evaluation>communication apprehension> test anxiety.And boys have lower levels of foreign language anxiety than girls.（2）Junior high school students should have a significant positive correlation between their ought-to second language self and foreign language anxiety,while their second language learning experience and foreign language anxiety are significantly negatively correlated,and there is no significant correlation between ideal second language self and foreign language anxiety;The ideal second language self and second language learning experience are moderately positively correlated with English learning performance,but there is no significant correlation between ought-to second language self and English learning performance;Foreign language anxiety is inversely correlated with English learning performance.（3）The three elements of second language motivational self-system and foreign language anxiety all have a certain predictive effect on the evaluation of English learning performance,and these two factors together explain the 43.8% difference in English learning performance.Based on the results of the study,the author provides guidance on how to improve the English learning motivation of junior high school students and alleviate foreign language anxiety,which has great enlightenment to effectively improve students’ English learning performance and the teaching effect of English teachers.Finally,the limitations of the study and the direction of future research in related fields are discussed.