Junior High School Students' English Learning Motivation And Its Effective Regulation: A Study Of Problems And Strategie

Learning motivation is an internal psychological state that triggers and maintains individual to carry out learning activities and directs them towards certain learning goals to meet certain learning needs.It is an important factor which affects students’ language learning.Correct English learning motivation can help students improve their interest in English learning and enhance their initiative in English learning.English Curriculum Standards for Compulsory Education(2022 edition)clearly requires in the “Curriculum Objectives” that to let students “maintain interest in learning”“establish correct learning objectives” “improve learning efficiency”and “enjoy learning and be good at learning”,etc...However,according to our classroom observation during internship,perception of teaching practice,questionnaire and interviews between teachers and students,we have found that there are still some students who learn English for the main purpose of getting high marks in various examinations,and some students lack interest in learning English,have low learning efficiency.As a result,they often cannot get high marks,let alone enjoy learning or be good at learning.A large number of studies have also shown that English learning motivation is positively correlated with English learning achievement.Therefore,we believe that strengthening students’ English learning motivation is one of the effective ways to improve students’ classroom learning efficiency.This study selects the junior middle school students in Wanzhou District of Chongqing as the research object to study their learning motivation and regulation strategies of their learning motivation.The following questions are answered through this study: 1.What is the status quo of English learning motivation among middle school students? 2.What are the influencing factors of junior middle school students’ English learning motivation? 3.What strategies can be used to effectively regulate English learning motivation of middle school students?On the basis of the Self-efficacy Theory and the Attribution Theory,this study conducts comprehensive research by using literature method,questionnaire method,interview method and teaching experiment method.First of all,we selected 220 students as questionnaire objects,and 10 students and 5 teachers as face-to-face interview objects.The results show that:1.The status quo of English learning motivation among junior middle school students is that their internal motivation is lower than their external motivation and the motivation intensity is low.2.The factors affecting junior middle school students’ English learning motivation are mainly the students themselves(including their own interest in learning English,self-efficacy,learning goals,attribution of success or failure in English learning,etc.),and their teachers(including their teacher’s teaching objectives,methods,etc..)This study also focuses on how to effectively regulate junior middle school students’ motivation in English learning.First of all,based on the results of the previous surveys,an experimental plan is made to enhance student’s interest,cultivate their self-efficacy,set up their learning goals and cultivate their attribution ability,and then selected Class A of Grade One is as the experimental class and Class B as the control class for a two-month teaching experiment.According to the experimental results,learning motivation regulation strategies such as interest enhancement strategies,self-efficacy enhancement strategies,goal arousal strategies and correct attribution strategies are proposed to help students improve internal learning motivation and external learning motivation at the same time,especially internal learning motivation,and then effectively improve students’ interest and effect in English learning.