A Study On English Learning Motivation Of Senior Students In High School

Though numerous researchers have studied learning motivation in English as a Foreign Language (EFL) since the 1960s, English learning motivation of senior students in high school is seldom discussed. Therefore, as to this question, the researcher made a study of senior high students'English learning motivation and sought to find out the exposed motivation problems in order to effectively develop senior students'positive learning motivation, gain good learning effects and enhance learning quality, which is the main purpose of the study.The New English Curriculum Standards (2001) definitely point out linguistic knowledge, language skills, learning strategies, emotion and attitude all have a great effect on students'learning. Of them, emotion and attitude includes interest, motivation, confidence, perseverance and cooperative spirit, all of which affect learning process and effects. Of all these factors, if asked to identify the most powerful influence on language learning, almost all language teachers will list learners'motivation high up on their lists, considering it as a crucial and decisive factor in foreign language learning. Stimulating students'interest, especially intrinsic interest, and changing it into steady learning motivation is a basic demand for English teachers in the New English Curriculum Standards. The learning effects depends on motivation, so it is necessary and beneficial to do some research to find out students'positive or negative motivational influence on linguistic competence, which will help keep students'learning interest and improve learning quality.In this paper the researcher first presents the present situation, reasons, purpose and significance of senior high students'English learning in Chinese context according to personal experiences, and then shows the definition of motivation from different points of view and introduces categories and components of learning motivation.In order to promote English teachers'understanding of senior high students'English learning motivation in current context, the researcher has designed a survey based on motivational theories. This survey focuses on Chinese senior high students'general tendency of motivation, and explores the effects of selected variables such as gender, grade and specialty (arts and science) on learners'motivation.The survey focuses on the following questions: (1) What is the current situation of Chinese senior high students'overall English learning motivation? (2) Do students belonging to different academic streams vary in their learning motivation preference? (3) Are there any differences between male and female students'learning motivation? (4) What has an effect on senior high students'English learning motivation level?The procedure of the research is as follows: Firstly, the researcher selected subjects. It was carried out in two arts classes and two science classes in Seniorâ…¢from No. 1 Middle School, Hebei Province where the researcher works. Secondly, the researcher learned about the present situation of senior high students'English learning motivation by means of the questionnaire, individual interview and observation among the students on Sep. 6, 2007. Lastly, the researcher made an overall analysis according to the findings of the survey by classifying and putting it in order to check the effects and quality of senior students'English learning.The findings obtained from the survey indicates that senior students'overall English learning motivation is weak, that science students have much higher learning motivation than arts students and that female students is more active than male students in English learning. These factors such as, interest, goals, confidence, autonomous learning ability, teaching approaches, teachers'assessment, etc. all have a great effect on senior high students'English learning motivation.As with senior high students'current dismotivation and negative motivation, this paper also suggests strategies of motivating language learners in EFL learning, such as, strengthening teachers'multiple qualities and raising awareness, identifying students'negative motivational beliefs, cultivating their interest, especially intrinsic interest, helping them set up positive goals and build up self-confidence, developing their autonomous learning ability, making proper assessment for the feedback of students'learning results etc.In conclusion, some limitations in the research are also indicated because of some factors such as region and research subjects, etc. There should be more research areas to be examined and there is still a long way to go in theoretical and practical probe.