Study On Relationship Among English Learning Motivation?Learning Anxiety And Learning Achievements Of Senior-3 Students

For most senior-3 students,the college entrance examination(CEE)is an important turning point and also means fierce completion.Meanwhile,English is a compulsory subject,which has an significant influence on their CEE scores.As a special group,senior-3 students are faced with much pressure from their parents?teachers and the society.With the CEE drawing near,this pressure will turn into learning anxiety which affects their English learning motivation and English achievements in turn.Therefore,it is of vital importance to research into the relationship between English learning motivation?learning anxiety and English achievements.The study is mainly based on the theory of learning motivation and learning anxiety with senior-3 English teaching as the background.It analyzed the present situation of English learning motivation and learning anxiety of senior-3 students and attempted to explore the relationship between English learning motivation?learning anxiety and English achievements so as to confirm their intrinsic link.At the same time,it is hoped that the study can provide some suggestion and theoretical basis for English teaching in senior high school.The study used the foreign language learning motivation scale and foreign language classroom anxiety scale as assessment instrument.The data were collected by questionnaire?interview and English achievements on the case of 143 senior-3 students from Guangshui Experimental high school,and they were analyzed by spss19.0 with the methods of descriptive statistics?independent sample T text?correlation analysis and multiple regression analysis.The major findings are as follows:1.English learning motivation and English learning anxiety of Senior-3 students are at a medium level on the whole.2.There is significant difference between female and male senior-3 students in learning motivation,and between students of high level English achievements and low level English achievements,the 'female and high level senior-3 students have stronger English learning motivation than the male and low level students.There is no significant difference between liberal art students and science students in learning motivation.3.There is neither significant learning anxiety between senior-3 students of liberal art students and science students,nor is between female and male senior-3 students.There is significant difference between students of high level English achievements and low level English achievements in learning anxiety,low level senior-3 students have higher English learning anxiety than the high level students.4.There is a positive correlation between English learning motivation and English achievements,while there is a negative correlation between learning anxiety and English achievements,English learning motivation and learning anxiety are negatively correlated with each other.5.English learning motivation and learning anxiety can predict the English achievements.