| This study is a report on senior middle school students' English learning motivation. It was conducted in two intact classes with 130 students in No One Middle School Of Longxi County. One class with 69 students was randomly chosen as the experimental class while the other one with 61 students acted as the control class. In order to determine whether the student-centered classroom teaching could enhance the students' learning motivation, a great number of cooperative learning and autonomous learning activities were carried out in the experimental class. But in the control class the teacher-centered classroom teaching was used. The experiment lasted a whole semester. The result showed the students in the experimental class outperformed those in the control class. In the post-test of the two classes a t-value is 2.196 >1.96 reaching the level of significance. The same questionnaire was distributed to the students for the second time after the post-test and the t-value is 2.46 > 1.96 also reaching significance. In the course of interviews, 40 interviewees from the two classes showed quite difference in answering the teacher's questions about learning motivation. 55% of the interviewees from the control class thought it was the teacher who played the most important role in their English learning while 60% of the interviewees from the experimental class considered it was the more activities that brought great changes in their English learning motivation.This study contains six parts. Part One mainly introduces the importance, necessity and purpose of this study. Part Two recalls the study of learning motivation abroad and in China. Part Three describes the rationale adopted for guidance of this study. Part Four deals with the hypothesis, the instrument, the subjects, and the preliminary statistical data. Part Five is about the outcome of the analysis of statistical data. Part Six is about the conclusion and suggestion for further study.
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