A Study Of Motivation Of English Learners In Junior High School

In the field of second language acquisition, motivation has been considered to be one of the main factors in determining learning outcomes. Language learning motivation not only includes choosing language learning, but also involves sustaining efforts and persistence. learners'goal-setting, valence, self-efficacy, attribution of previous performance, teachers'feedback have been theoretically and empirically confirmed to be important motivational components For the purpose of improving students'motivational strength. Many researchers and educators carried out the study, teachers should attach emphasis to these established components.The study aims at finding out the junior high school students'beliefs that negatively influence the increase of motivation by investing the middle school students'beliefs concerning EFL motivational behavior and provides empirical evidence in this area, and to present some implications for junior high middle school English teaching and leaning in Chinese context. The junior high school students have formed beliefs about their school-related successes and failures. The junior high school students usually attribute successes to effort, ability, luck, or the level of the task difficulty. Children seem to attribute their failures to lack of ability or lack of effort. These beliefs have important implications for how they approach and cope with different learning situations. This negatively affects a student future motivation to learn. The author has conducted a survey among 100 middle school students in Suzhou,Anhui to find out their beliefs that negatively influence the increase of motivation and provide empirical evidence in this area, and to present some implications for junior middle school English teaching and learning in Chinese context. After analyzing the data of the questionnaire, some conclusions are drawn. The results of the survey indicate that examination-related goals are the main driving forces for students to exert effortful behavior; however, their desire for achieving long-term and mastery goals is weaker. In addition to over-emphasis on short-term and performance goals, students'other negative motivational beliefs include lacking of the realization of the value of English, attribution of previous failure to uncontrollable factors and perceiving teachers as controlling and less informative.Although there may exist many problems, these motivational beliefs can be modified through instructions of English teachers. High motivational level requires positive beliefs on the part of both teachers and learners. In order to alter students'negative beliefs about English learning and teaching that underlie motivational behavior. The author also provides several suggestions for middle school English teachers based on the study. that is, creating the basic motivational conditions, enhancing the learners'language– related values and attitudes, Cultivating intrinsic motivation. Helping students to increase the learners'goal– oriented Fostering the learning autonomy and providing motivational feedback, Promoting attributions to controllable factors and training the students'learning strategies.