A Study Of Present Situation And Strategies On Stimulating Senior One Students’ English Learning Motivation

With the constant implementation of China’s opening-up policy, the directcommunication among countries become more and more important. Nowadays peoplebegin to realize the importance of learning foreign language gradually. New curriculumreform puts forward that students become the center of teaching and learning under theguidance of teachers. As for students, there are a lot of factors affecting Englishlanguage learning such as gender, motivation, learning strategies and results. Amongthem, motivation is considered one important factor to successful language learning.Then as to middle school students, what are the differences between English learningintrinsic motivation and extrinsic motivation in the dimensions of gender and results？Which strategies can stimulate middle school students’ English learning intrinsicmotivation and extrinsic motivation？According to these problems raised above and through the methods ofquestionnaire investigation and interviews about teaching activities, the present researchdraws the conclusions based on the analysis from home and aboard as following: theintrinsic motivation of female students are higher than male students; In light of statisticanalysis about some typical questions, the reason why middle school students learnEnglish is that they can find a good job in the future; Female students learn English inorder to go aboard and travel, and male students learn it with the purpose of playingcomputer games easily. The intrinsic and extrinsic motivations of high-achievers areboth higher than low-achievers; according to correlation analysis, the author finds that itis more efficient to stimulate English learning intrinsic motivation for high achievedfemale and male students and low-achieved male students; it is more efficient to stimulate English learning extrinsic motivation for middle-achieved and low-achievedmale students; the effect of stimulating English learning intrinsic and extrinsicmotivation is the same for middle-achieved and low-achieved female students.From the conclusions mentioned above, records about interviews and the theoriesof foreign language learning motivation, the author provides some strategies forenhancing extrinsic motivation such as awards and punishment, satisfying students’need, conducting appropriate competition and cooperation; the author puts forwarddetailed strategies for stimulating intrinsic motivation from the following aspects:choosing the contents related to students’ daily life, integrating English cultural factorsinto class, focusing on students’ emotion and improving students’ humanistic literacy,improving teachers’ qualities, riching students’ learning strategies and intensifying theirEnglish learning confidence.