A Study On The Relationship Between English Learning Motivation,Motivation Intensity And Academic Achievement Of Miao Junior High School Students In Frontier Minority Areas

Interest is the best teacher.In second or third language learning,in order to learn English well,it is necessary to stimulate students’ interest in English learning,and turning that interest into a lasting motivation to learn becomes especially important.However,students of the Miao ethnic group junior high school students have a low interest in English learning in general,and there are only some studies on the Miao students.As a result,research into junior high school students’ English learning motivation is critical.This paper conducts relevant research in order to improve the English learning motivation of junior high school students of the Miao.This research mainly adopts the integrated research method,specifically through the forms of questionnaire survey and semi-structured interview.This paper mainly addresses three research questions :(1)what is the current situation of English learning motivation of junior high school students of the Miao?(2)Are there any differences in English learning motivation and motivation intensity among junior high school students of the Miao in different grades?(3)What is the relationship between English learning motivation,motivation intensity and academic performance of junior high school students of the Miao in three grades? Three English teachers and 300 the Miao students in grades 7-9 from Ming Jiu Middle School in Yunnan Province were the subjects.The quantitative data from the questionnaire were analyzed using SPSS23.0 statistical software,and the qualitative data from the interview were recorded and transcribed.Data analysis results show that:First,the English learning motivation and motivation intensity of the Miao junior high school students are medium-high.Among the five factors of English learning motivation of junior high school students of the Miao,the ranking from high to low is: teacher expectation,parent expectation,teaching factors,internal motivation and learning anxiety.Second,from the perspective of the differences in learning motivation,there is no obvious difference in English learning motivation and motivation intensity among students of different grades.Compared from the three grades,learning motivation and motivation intensity from strong to weak are: Grade nine,Grade seven,Grade eight.Third,there is a correlation between learning motivation and motivation intensity,with moderate correlation in the seventh and the eighth grade and high correlation in the ninth grade.There is a correlation between learning motivation and academic performance,moderate correlation in grades 7 and 9,high correlation in grade 8;There is a correlation between motivation intensity and academic performance,the correlation is moderate in all three grades.To sum up,the learning motivation and motivation intensity of students in grades 7 and 8 are relatively low.For grade 7 students,although they have strong internal learning motivation,it is not stable.Teachers should follow the theory of reinforcement motivation to strengthen students’ English learning motivation.For the eighth grade students,the self-efficacy of students will be improved by guiding students to make correct attribution.Through the integration of textbooks to reduce the difficulty,teaching learning methods will improve students’ English learning motivation.For grade 9 students,we should stimulate students’ interest in English learning.