A Survey Of Factors On Underachievers’Motivation In English Learning In Senior Middle School

Learning disability is universally seen in primary and secondary education, which results from a variety of reasons. One of the main reasons is closely relevant to affective factors, since it is known that learning involves cognitive and affective process. Among all the affective factors, motivation is widely considered to be the main determining affective factors in developing a foreign language.In the essay, the author attempts to explore which factors influence the underachievers’ motivation through a questionnaire. Through the survey, we can find out underachievers’ need, goal orientation, self efficacy, attribution as well as teachers’ mediation are the most important factors that influence underachievers’learning motivation. Therefore, teachers should pay more attention to these motivational factors in order to improve the students’ English learning motivation.In order to learn about learning motivational factors of senior high school students fully, the writer also did a teaching experiment in Wuhan NO.3Middle School attached Sixin School following a questionnaire. This questionnaire was carried out in the writer’s two classes, each of which has60students, and one is served as an experimental class,the other compared class. The questionnaire and teaching experiment are carried out in order to find out why and how increasing motivation has great positive effect on English learning.This thesis is only an initial attempt in transforming English learning underachievers because of the author’s limited theoretical backgrounds. To achieve the goal of making more underachievers stimulated and sustained and even strengthened constantly, continuous efforts and research from all the teachers and educational experts are needed so as to find better countermeasures of transforming English underachievers in senior middle schools.