A Study On The Correlation Between Senior High School Students’ English Learning Motivation And English Learning Strategy

The English Curriculum Standards for Senior High School(2017 version,revised in 2020)emphasizes that English teaching should stimulate students’ interest in English learning,cultivate students’ motivation in English learning,and train students’ ability to actively apply and adjust English learning strategies so as to achieve more effective English learning.Therefore,it is of certain practical significance to study senior high school students’ English learning motivation and learning strategy and the correlation between them.With constructivism theory and humanism theory as the theoretical framework,this study takes Suixi county X middle school in Guangdong province as a case,conducts questionnaire surveys among 200 high school students,and interviews 4 of them,so as to obtain data and the data are analyzed with the help of SPSS software.Based on this,the present study attempts to explore the following three research questions:(1)What is the intensity level of senior high school students’ English learning motivation?(2)What is the status quo of senior high school students’ using English learning strategies?(3)Is there any correlation between senior high school students’ English learning motivation and use of learning strategies? If the answer is yes,what is it?The study finds out that:(1)The intensity of senior high school students’ English learning motivation is above average level(M=3.36),and the order of learning motivation intensity from high to low is: instrumental motivation(M=3.87),situational motivation(M=3.37),and cultural motivation(M=2.85).(2)Senior high school students’ use of English learning strategy is at moderate level(M=3.24),and the use of cognitive strategy is the most and meta-cognitive strategy is the least.(3)English learning motivation is positively correlated with English learning strategy(r=0.669,p<0.01),and they are significantly correlated in all three dimensions of English learning motivation.The significant correlation from high to low is: cultural motivation(r=0.565,p<0.01),instrumental motivation(r=0.522,p<0.01),situational motivation(r=0.510,p<0.01).Specifically,personal development under the instrumental motivation dimension,intrinsic interest under the cultural motivation and learning situation under the situational motivation dimension are strongly correlated with English learning strategies.Based on the problems found in the research,pedagogical implications from the perspective of both teachers and students are provided respectively.Implications for teachers are:(1)Conducting a variety of English activities to stimulate students’ intrinsic interest and increase their cultural motivation;(2)Strengthening training in metacognitive learning strategies to increase the frequency of students’ use of metacognitive strategies;(3)Making appropriate teaching designs and using flexible teaching methods to provide students with high-quality English classroom teaching.Implications for students are:(1)Using metacognitive strategies to enhance the monitoring of English learning actively;(2)Engaging in cultural learning activities to increase cultural motivation actively.