A Study On Senior High School Students' English Learning Motivations And Its Influential Factors

In recent years,as the International communication and cooperation increasing, learning English is becoming the basic demand of talents in 21st century,while,to a great extent,learning English is closely related with learning motivation,when learners positively want to learn and make best use of reasonable methods,they can get approving results.So,Is there any different English learning motivations between each student? And,What factors can influence these motivations? From existing research, we find most of them aimed at university students' English learning motivation, seldom concerned with middle school students,so we can not directly use these results to analyze the two types.This study analyzed on the basis of literature,through questionnaire research method and interviews,applied project analysis,factor analysis of the statistical methodology,developed with high reliability and validity of the questionnaire.We concluded the influential factors through literature analysis,open-ended questionnaire, and interviews.Then we used the good measuring tool to research the status of senior high school students' English learning motivations.Finally,with the using of relevant research,regression analysis and structural equation modeling techniques,we found the major factors which affected students' motivation in learning English.Based on each research,the main conclusions are as follows:1.Students' motivations in learning English is a first-order structure of the five factors,namely,integrative motivation,instrumental motivation,intrinsic motivation, extrinsic motivation and achievement motivation.2.Self-designed scale of high school students' motivation in learning English is qualified by fme reliability and validity,it is in line with the requirements of psychological measurement and can be used as a tools to measure senior high school students' motivation in learning English.3.Senior high school students' motivation in learning English is not optimistic on the overall situation.The level of their English learning motivation is bellow the average.Through the analysis of the data,we find nearly 2/5 senior school students have higher English learning motivation,about 1/3 students at the middle level, nearly 1/3 students are lack of motivation in learning English.The five types of senior school students' motivations in learning English developed unevenly,and there are significant differences,achievement motivation of the highest level,extrinsic motivation of the lowest level.4.There is significant difference in terms of gender,female students' English learning motivation is significantly higher than that of males.5.There is significant difference in terms of grade.SeniorⅢstudents' English learning motivation is significantly lower than that of SeniorⅠand SeniorⅡ.6.There is significant difference in terms of family source.Rural students' intrinsic motivation and achievement motivation are obviously higher than that of others.7.There is significant difference in terms of recent English level.And the results prove the higher scores of the students,the higher English learning motivation they have.8.Among the nine influential factors,there are eight factors directly influencing the senior students' English learning motivation.The influence from more to less ranks as:interest＞self-concept＞anxiety＞language learning attitude＞school's learning environment＞parents' attitude＞self-efficacy＞attribution tendency.While anxiety has the negative impact.