A Study On The Relationship Between High School Students' English Learning Motivation And Self-identit

Language learning motivation and identity as important factors affecting English learning have been concerned by many researchers.Much research has been done both here and abroad to confirm the correlation between the two,but most of the current research focuses on English learning motivation and the change of self-identity,and rarely involves the current situation of students’ self-identity and the relationship between them.As a “non-verbal outcome” of English learning motivation,self-identity can reflect an individual’s beliefs,attitudes and values and other internal factors,and is very important to an individual’s healthy development.National English Curriculum standards for General High school(2017 ed)clearly requires that high school English education ought to improve students’ constructive attitude towards English learning,and puts forward the fundamental task of establishing morality and cultivating people.Therefore,it is necessary to explore the high school students’ English learning motivation and self-identity.Based on D(?)rnyei’s L2 MSS and Giddens’ Self-identity Theory,this paper used a combination of questionnaires and interviews with 541 high school students to answer three questions:(1)What is the status of high school students’ English learning motivation?(2)What is the status of high school students’ self-identity?(3)What is the relationship between English learning motivation and self-identity among high school students?The results show that:(1)The status quo of senior high school students’ English learning motivation is not satisfactory.The overall level of English learning motivation of high school students is medium(M=3.55).In terms of ideal L2 self-motivation,the level of personal development is the highest,followed by interpersonal communication motivation and intrinsic interest motivation.In the dimension of ought-to L2 self-motivation,the level of achievement motivation is outstanding;the level of social responsibility motivation is relatively high and the level of external motivation is low.In terms of L2 learning experience,the level of learning experience motivation is slightly higher than that of learning situational motivation.(2)The status quo of senior high school students’ self-identity is not ideal.The overall level of self-identity among high school students is medium(M=3.95).In terms of dimensions,the level of relationship identity is high,and the level of personal identity and social identity is medium.In relationship identity dimension,peer relationship identity is higher,followed by teacher-student relationship identity and parent-child relationship identity.In social identity dimension,the level of national identity is far ahead,followed by group identity,and the level of external identity is low.In personal identity dimension,the level of personal values identity is high,the level of English learning attitude is medium,and comparatively speaking,the level of English learning ability is not high.(3)English learning motivation and self-identity of high school students are closely related in dimension and factor level(P=0.00).In terms of dimensions,ideal L2 selfmotivation and ought-to L2 self-motivation have the most significant correlation with personal identity.In terms of factors,personal development motivation,interpersonal communication motivation,intrinsic interest motivation,social responsibility motivation and achievement motivation have the most significant correlation with English learning attitude identity and English learning ability identity.According to the results,the research suggests that English teaching in senior high schools should fully implement the requirements of National English Curriculum standards for General High school(2017 ed)to cultivate students’ positive motivation for English learning,and to take the fundamental task of morality as a guide to give full play to the English subject nurturing function.Overall,this study has achieved the expected goals and can provide reference for frontline English teachers and education administrators.