An Investigation Of English Learning Motivation Of Second Year Middle School Students

Over the last few decades, the research attention in second language learning has gradually shifted from teacher's teaching to student's learning. Motivation, considered to be the most significant factors involving success or failure in the language learning, has gained increasing attention among researchers and teachers interested in exploring how languages are learned. Therefore, this study is designed to investigate second year middle school students'English learning motivation types and try to explore the relationship between motivation types, the different factors which influence the motivation decision and English learning effect so as to provide empirical evidence in this area, and to present some implications for junior middle school English teaching and learning in Chinese context. Data are collected from questionnaires. The participants are 70 students from Middle School Affiliated to Qufu Normal University. They are divided into two groups: high score group and low score group. Each group has 35 students. The participants are first asked to fill in the "Motivation Type Questionnaire"based on Wen (2003). Data show that among high score group, intrinsic motivation (82.9%) stands at the top place. The followings are extrinsic motivation (11.4), strong motivation (mixed with intrinsic and extrinsic motivation, 5.7%). And among the low score group, extrinsic motivation (42.9%) stands at the top. The followings are intrinsic motivation (37.1%), poor motivation (mixed with intrinsic and extrinsic motivation, 20%). It is clear that learner's motivation type does have a great influence on success or failure in language learning. Then, the participants are asked to complete the "Motivational Factors Questionnaire"which is designed by the researcher according to the internal and external factors influencing the motivation decision developed by Williams & Burden (2000 138-140). Through the comparison between the high and low score groups, it is clear that learner's self-concept and self-control, learning attitudes and interests, achievement motivation and effort affect achievement in language learning greatly. And students in high score group feel more satisfied with their teachers and their learning environment. The findings indicate that second year middle school students'English learning motivation has a strong relationship with their English learning effect. However, quite a number of students'English learning motivation needs to be stimulated and sustained. So, some tentative suggestions are provided. First, teachers should take flexible measures to organize teaching activities, to design teaching tasks with different layers, and to meet the needs of various individuals. In this way, they can arouse the students'learning interests, initiate and sustain their English learning motivation, especially intrinsic motivation. Second, teachers should make good use of the roles of mediators to help the students, especially the low achievers build up positive self-concept, improve self-management skills. Third, learners, as the subject of learning, should take responsibility for their own learning and performances and should be self-motivating and self-directed.