Astudy On Investigating Senior High School Students’ Demotivation In English Learning

Motivation is an important factor in second language learning,which will have a certain impact on students’ learning behavior and academic performance.Scholars at home and abroad have done a lot of research on it.With the gradual deepening of the research,the other side of motivation-demotivation began to attract the attention of many scholars,and it is found that the phenomenon of demotivation is widespread,which has a very negative impact on students’ English learning.However,scholars’ research objects are mainly college students,and few studies focus on high school students.Therefore,this paper will aim at studying senior high school students’ demotivation in English learning.In this study,312 students from Grade One and Grade Two in Tianjin No.42 Middle School are selected as the research objects.Through questionnaire survey,the present situation,influencing factors of English learning motivation decline and differences in demotivating factors between grades are investigated.Through interviewing six demotivated students,the influencing factors are further analyzed and explained.The research questions of this paper are as follows:(1)What is the current situation of senior high school students’ demotivation in English learning?(2)What are the main influencing factors that cause the decline of senior high school students’ English learning motivation,and whether there are differences in demotivating factors between grades?First of all,through descriptive analysis,the results of the questionnaire survey indicate that the phenomenon of English learning demotivation of senior high school students is widespread and at a medium level.Secondly,through the comprehensive analysis of the questionnaire and the interview results,it can be concluded that the main demotivating factors of senior high school students are teacher factors and learner factors,while the influence of textbook factors and environment factors is relatively small.In terms of teacher factors,teacher’s teaching style,teaching behavior and teacher’s personality are the most important influencing factors.As for learner factors,English vocabulary learning strategies,English learning interest,failure experiences and English learning goals are the more significant influencing factors.Finally,through the independent sample T-test,it can be found that there is a significant difference between two grades in terms of teacher factors and learner factors.Senior two students are more susceptible to the effect of learner factors,while senior one students are more likely to be influenced by teacher factors.In textbook and environment factors,there is no difference between two grades.Some suggestions will be put forward from three aspects: teachers,students and parents.For teachers,we should try to stimulate students’ English learning interest,guide them to make reasonable attribution,improve own teaching style and teaching methods,etc.For students,they should set clear English learning goals and improve their self-learning and self-reflection abilities.For parents,they should pay attention to children’s the degree of effort and give them more encouragement and affirmation.