An Experimental Study Of Stimulating Students’English Learning Motivation In Primary School

English plays a more and more important role in our daily life. Therefore, students are required to learn English in primary school. As we all know, learning motivation is essential for students’ English learning. Even though many people have done some research on motivation, there are few studies on students’ learning motivation in primary school. According to the author’s teaching experiment, the main purpose of this thesis is to do an experimental research on stimulating students’ English learning motivation in primary school.This thesis focuses on English learning motivation and the connection between English learning motivation and English learning achievement of primary school students. Motivation is the original power for everything, therefore learning motivation is fatal for primary school students’ English learning. In order to research primary school pupils’ English learning motivation and the effects of it on English learning achievements, the author carried out one year research.60students of two classes from Dong Zhihui Primary School are involved in the experiment. One class is as the experimental class, and the other one is as the control class. Questionnaires are used to investigate the classifications about the primary school students’ English learning motivation. Pre-test are used to collect the basic conditional data to compare with the result of the post-test. Firstly, the author collects the students’ scores of the final examination of the second term of grade five as the basic data, and at the beginning of the first term of grade six the author use Questionnaire1to classify the students’ learning motivation. Then the author starts to trigger the students’ English learning motivation in the experimental class with the strategies and methodologies introduced in Chapter3for a whole term during her teaching. Finally, at the end of the first term of grade six the teacher does another questionnaire for the students, which is totally the same as Questionnaire1, to find the differences of students’English motivation before and after the experiment. And the author collects the scores of the final examination to compare with the basic data in order to find the influence of the experiment on students’ English learning achievement.By analyzing and comparing the statistics from the tests and questionnaires, we got the answers of the research questions. We comprehend students’learning motivation types; we find that students’ English learning motivation can be stimulated by the experiment; and students’ English learning achievements can be promoted by triggering their learning motivation. Besides, we also have some other findings, such as positive emotional attitude is the most motivational factor for English learning; extrinsic and intrinsic motivation is of equal importance to English learning; the sense of achievement is the most powerful drive for English learning; maintaining motivation is vital to improve English learning.