The Research On The Relationship Between English Learning Motivation And Learning Proficiency

The new English curricula criterion points out: "Teachers should pay attention to students emotion attitudes. The emotion attitudes refers to the related factors that have influence on students' learning process and learning effects such as interest, motivation, confidence, purpose, and cooperating spirit. The key element that leads to English learning success is to keep positive learning attitudes. Teachers should motivate and strengthen student's learning interest, and guide them turn learning interest into steady learning motivation gradually, help them to build up confidence and the volition to conquer difficulties". The English teaching practice prove that teaching is both a cognitive process and an emotional process. English teaching process is not only concerning about learning environment,students' self language learning ability, teachers' teaching style and teaching level,but also involving learners' self emotion factors. And in the factors mentioned, learning motivation is a very important part.The research aims at answering the following questions: 1.what is the status quo of middle school students' learning motivation? 2. Is there any difference of integrate and instrument motivation on proficiency? If there is, what? 3. Is there any relationship between students' reported Learning motivation and their test performance? If there is, what? 4. How to motivate students?This thesis adopted qualitative research method,took 175 one-year senior middle school students as the research objects, and analyzed the relationship of their learning motivation and learning proficiency.The research result indicated that among the different kinds of learning motivations, the frequency of instrument motivation such as "the hope of parents and teachers, the pressure of test" is high,on the contrast,the frequency of integrate motivation such as "I am interested in English learning,I am excited in English learning" is low. And learning motivation had significant positive relationship with learning proficiency. We also found that there was extinct difference of integrate and instrument motivation on learning proficiency.