A Research On The Influence Of Teacher-student Relationship On Students’ English Learning Motivation In Senior High School

Teacher-student relationship refers to a special interpersonal relationship established and developed by teachers and students through mutual influence in our daily education and teaching process(Li,1996).Therefore,good teacher-student relationship is an essential guarantee for the achievement of educational activities.In English classroom,students’ learning motivation is the internal force to promote their learning.As a non-intelligence factor,it indirectly promotes learning.English learning motivation is characterized by strong desire for English learning and thirst for knowledge.It is a conscious initiative and positive psychological state of learners in English learning activities(Dai,2008).This research is a survey of teacher-student relationship and English learning motivation of senior high school students.So the following are the research questions.(1)What is the current situation of teacher-student relationship in senior high school English classroom ?(2)What is the current situation of learning motivation in senior high school English classroom?(3)How does teacher-student relationship influence learning motivation in senior high school English classroom?In this research,455 students and 9 English teachers from No.1 senior high school of Lingshi in Jinzhong City,Shanxi Province are investigated and interviewed.Then the methods also include classroom observation.Based on previous research by experts and scholars home and abroad,descriptive statistics,independent-sample t test,single factor analysis of variance and Pearson correlation analysis are carried out on the collected data,and then the current situation of teacher-student relationship and learning motivation,as well as the influence of teacher-student relationship on learning motivation are discussed as follows:Firstly,in terms of teacher-student relationship,the teacher-student relationship in senior high school is generally at a moderate level.Among them,the average scores of satisfaction and support dimensions are higher,and the conflict dimension is the lowest.There are significant gender differences in the dimensions of teacher-student relationship except intimacy.Satisfaction,support and conflict have significant differences in grade.However,academic achievement has significant difference only in positive teacher-student relationship.Secondly,achievement motivation reaches the highest level,and surface motivation is the lowest,indicating the students have relatively moderate learning motivation.Moreover,we can get there is no significant gender difference in students’ learning motivation,while grade has a significant impact on surface motivation and deep motivation.Students’ academic performance only has significant difference on deep motivation,but no significant difference on other motivation.Finally,in terms of the impact of teacher-student relationship on learning motivation,among the four types of teacher-student relationship,deep motivation is significantly correlated.At the same time,satisfaction and support are significantly positively correlated with achievement motivation,while conflict and surface motivation are significantly positively correlated.Closeness,satisfaction and surface motivation were negatively correlated,conflict and deep motivation were negatively correlated.However,intimacy,conflict and achievement motivation have no significant correlation,support and surface motivation have no significant difference.