Investigation And Analysis Of English Learning Motivation Of Senior Middle School Students

As the educational circle pays more and more attention to the question of how to learn, factors like learning motivation, learning interest catch more eyesight. Research on the English learning motivation of senior high students can help teachers improve their teaching and help students develop positive attitudes towards this language. Thus this can finally lay the foundation for their lifelong study.This article focuses on the present condition of English learning of senior high students and how genders and the levels of English affect their English learning motivation. The result will help give advice to English teachers, in order to improve students’ English learning interest. This research is based on questionnaire and interview, and the questionnaire which was presented to 270 students in 3 different schools is designed on the theoretical principles of intrinsic and extrinsic motivation, performance goals and mastery goals, expectancy-value theory, attribution theory.The research result shows that:1.more students today have extrinsic motivation and master goals; they prefer to attribute their success and failure on English learning to extrinsic factors and unstable factors and if they find that English valuable, they will have high learning motivation, especially girls and Grade one students.2. genders only markedly influence students’ intrinsic-extrinsic motivation; girls prefer extrinsic motivation and master goals; boys prefer performance goal; boys prefer to attribute their success and failure to extrinsic and stable factors, while girls to intrinsic and unstable ones.3. Levels of English only markedly influence students’ intrinsic-extrinsic motivation; low level students prefer extrinsic motivation and master goals; high level students prefer performance goals; high level students tend to attribute theirs to extrinsic and stable factors.According to this analysis, the author have the aspiration:developing both intrinsic and extrinsic motivation; developing incremental view of ability, understanding the value of English and learning how to attribute; helping develop English learning motivation according to genders; helping low level students to improve and preventing high level students slacking.