A Study On English Learning Motivation For Junior Middle School Students

It is well-known motivation is one of the most significant factors which affect foreign language learning. Studies on motivation for learning language started in the 1950s by Gardner and Lambert, two Canadian psychologists. In China studies on motivation for foreign language learning began from the 1980s. A number of researchers believe firmly that motivation is a main element that determines success in learning a foreign language. Therefore, it is necessary for teachers to acquit themselves with the students' motivation as well as making the best use of it, instead of neglecting it.Basing on the related literature, the author conducted a questionnaire on English learning motivation of 84 students in Dalian No.34 Junior High School(a key junior middle school) and 92 students from Dalian No.6 Junior High School (a non-key junior middle school). The author divided the subjects into two groups: high achievers and low achievers according to the students' English learning achievement of the final examination last semester. The research was carried out on junior middle school students with an aim of exploring their motivation and strategies to motivate them. The outcomes of the questi onnaire were i nputted to computer the and analyzed by SPSS. Thereafter, descriptive analysis, independent samples T-test and correlation analysis are carried through.According to the consequences of descriptive analysis and independent samples T-test, the motivation type of key middle school students is the same as that of students from non-key middle schoo. In other words, the main motivation is instrumental motivation. However, there is notable difference between high-achievers and low-achievers in motivational intensity, and the motivational intensity of high achievers is higher than those of low achievers'. For the correlation analysis, there are results as below:firstly, motivational intensity correlates positively and significantly with achievement; higher motivational intensity results in higher achievement, vice versa Secondly, motivational variables have close as well as positive relation with motivational intensity. Thirdly, motivational variables correlate significantly with achievement, too. Thereby, on the basis of the outcomes of the study, the motivation of low-achievers needs stimulating badly and several stimulating strategies need to be brought forth.The author did an experiment, applying the strategies suggested. And from the results of the exam taken after the experiment, it's obvious that the stimulating strategies are effective i n motivating students to learn a foreign language. That is to say, all these stratetiges can be used in the teaching.