A Survey And Analysis Of English Training School Student’s English Learning Motivation

There are many factors that might cause the students’ low proficiency in English. Onemight be attributed to students’ motivation towards the English language. This is becauselearners’ motivation has been widely accepted as a key factor which influences the rate andsuccess of second/foreign language learning. McDonough (1983, p.142) states that“motivation of the students is one of the most important factors influencing their success orfailure in learning the language". Another factor is learners’ attitudes. This is because anEnglish learner’s motivation in language learning is affected by his/her attitudes towardslearning the language.Motivation stimulates people to reach certain goals. It is the impetus to propel people tomove forwards. It is also regarded as an internal force that activates, guides and maintainsindividual’s behavior towards a certain aim, satisfying individual’s requirement. Englishlearning motivation is considered as one of the dynamic factors for foreign language learners,as it can cultivate English learners’ interests, overcome learning barriers set ambitious goalsand sense of achievements and strengthen self-confidence. Motivation is regarded by many tobe one of the main determining factors in success in second or foreign language. According tothe different perspective, English learning motivation can be divided into two dichotomies:integrative vs. instrumental, and intrinsic vs. extrinsic. We can study the relationship betweenintrinsic motivation and extrinsic motivation, as well as the factors that influence them, so thatwe can use suitable strategies to stimulate students’ learning motivations by making use ofinternal and external motivationsThe relation between motivation and attitudes has been considered a prime concern inlanguage learning research. Only when paired up with motivation proper do attitudinal tendencies relate to the levels of student engagement in language learning, and to attainment.All in all, a better understanding of students’ motivation and attitudes may assist Englishlearning curriculum and instruction designers to devise language teaching programs thatgenerate the attitudes and motivation. Additionally, it can help teachers select activities andtasks that tap students’ motivation and attitudes. Given the importance of identifying learners’motivation and attitudes towards learning the English language, this paper reports a studywhich had been conducted to investigate students’ learning motivation and attitudes towardsthe English language. This study aims at investigating students’ learning motivation andattitudes towards learning the English language.This article aims to investigate the relationship between English learning motivationsand achievements of junior middle school students with a quantitative method. The subjectsof this research are100students from Da Shan Foreign Language School. Results show that:1) Generally speaking, the subjects do not have strong English learning motivations；teachersplay a very important role in students’ English learning.2) English learning motivations havea positive significant correlation with the students’ English achievements; the Pearsoncoefficient between learning motivations and achievements is0.538(in the range of0.35~0.65); intrinsic motivations and motivational intensity play a very important role inimproving the learners’ learning proficiency.3) Intrinsic motivation can predict67.4%variance of English achievements.4) There is a significant difference between high-andlow-score students in their learning motivations; high-score students have stronger Englishlearning motivation, especially intrinsic motivations.