A Survey On English Learning Motivation Of Senior High School Students In Li Region Of Hainan Province

At present,the senior high school students in Li region of Hainan Province have weak English foundation,which results from lack of interest in English learning,unclear target,low learning efficiency and poor English performance.Even worse,they are short of initiative and practice ability.Numerous researches show that learning motivation is tightly tied to academic performance.This is an important emotional factor especially when talking about learning motivation in foreign language learning.Linguists and educational psychologists have concentrated on it during recent decades.Based on a large amount of Chinese and foreign literature,and combined with the theory of learning motivation,this study takes 372 senior high school students from three minority counties in Hainan Province as the research subjects to investigate their learning motivation through questionnaire and interview.This paper is to analyze their motivation types,motivation intensity,self-efficacy,attribution types and influencing factors of learning motivation,so as to put forward effective strategies to stimulate the learning motivation of senior high school students in Li region of Hainan Province and improve present state of English learning.The study attempts to answer the following questions:(1)What is the overall status of the English learning motivation of senior high school students in Li region of Hainan ?(2)Are there any significant differences between different genders,and scores?(3)What are the reasons that affect the English learning motivation of senior high school students in Li region of Hainan?The results suggest that:(1)Students’ English learning motivation is in intermediate level.Most of senior high school students in Li region of Hainan have stronger instrumental motivation,and lower integrative motivation.The overall average score of students’ motivation intensity and self-efficacy is low,but the majority of students can make correct attribution to English learning.Students’ learning motivation is largely influenced by their parents,teachers,and the environment around them.(2)Although there is no significant difference between male and female in English learning motivation,there is a significant difference between students with high scores and students with low scores.The English learning motivation of students with high scores is stronger than those with low scores.Because students with low scores fail to have the correct learning attitude,learning habits,and learning strategies.(3)Compared with students in other areas,the senior high school students in Li region of Hainan rarely have strong integrative motivation,and their learning motivation is easily influenced by external factors.They have no crisis of survival.The useless theory of reading has a great influence on their learning motivation.According to the research,the author puts forward some suggestions for senior high school students in Li region of Hainan to foster their motivation.(1)Arouse students’ interest,set up an appropriate goals,and help students turn their instrumental motivation into integrative motivation.(2)Take a correct attitude in English learning and develop good habits.(3)Help students adopt appropriate learning strategies,gain confidence and self-efficacy,establish rapport with students,and keep an eye on students with low scores.(4)Parents should attach importance to and care about children’s English learning,and often encourage their children.(5)Create a good social environment for students.The research findings in this paper show that students’ English learning motivation can be improved.This paper focuses on senior high school students in Li region of Hainan province,hoping that the results and strategies can be benefit to those who work in Li region to arouse students’ English learning motivation.