Study The Motivation Of Foreign Language Learning And The Intervention On Teaching Majoring Preschool Teaching At Secondary Vocational School

High school With the deepening of China with international standards ofEnglish as an international language learning personal life, career and futuredevelopment have an increasingly important role. At the same time, theperfection of the system of market economy and competition for talentgrowing, making the community put forward higher requirements for thecapacity and quality of secondary vocational school students, which is avery important part of foreign language skills. Cultural English courses asvocational education compulsory basic course is an essential course ofstudents’ quality.Foreign language teaching is both a cognitive process, but also anemotional process. In addition to the learning environment, language skills,as well as teachers’ teaching style and teaching level, the success or failureof the foreign language teaching, also involves the students emotionalfactors. Students emotional factors, motivation is the key to determining thesuccess of foreign language learning. An important aspect of the basiceducation curriculum reform is concerned about the development of thestudents ’emotional attitude, and the cultivation of students’ emotionalattitudes permeate to the disciplines of education and teaching. Compared toother disciplines, language learning and emotional relationship more closely,emotional attitudes affect language learning in many ways, more obviousimpact on foreign language learning.Select Inner Mongolia Infant Normal Art School students in the studyas the research object, which the child (1) high-class control class,high-young (2) class for the experimental class, the use of self Englishlearning motivation intervention programs to intervene in the experimentalclass students counseling to improve their English learning motivation andto improve their English academic achievement. Through this study, I hopeto provide reference and basis for learning for young teachers and students of secondary vocational counseling textbook. Based on this study, thefollowing conclusions:1. After the end of the Intervention training for English learning motivation,the experimental class student motivation for learning English wassignificantly higher than the control students.2. Intervention training for English learning motivation after experimentalclass student achievement significantly higher than the control students.3. Different scores level of students’ English Learning Motivation existdifferences in high school students, English learning motivationsignificantly with higher than the middle group and low group students ofEnglish learning motivation, the middle group of students in Englishlearning motivation significantly with higher than low-grouped studentslearning English motivation.