A Study Of Developing Students’ Motivation Of English Learning In Secondary Vocational School

Learning motivation is not only the inner power of promoting students to study, butalso an important factor which influences students’ learning effect. It plays an importantrole in students’ English learning. This study intends to address the need of promotingstudents’ motivation of English learning, as well as the need of improving the teachingeffect of English teachers in vocational schools. The study shows that it is quite necessaryto develop students’ learning motivation.But at present, the secondary vocational school students are poor at English learning,and their English learning motivation is weak. For the English teachers, how to effectivelydevelop the students’ interest in English learning, to help them improve their Englishlearning motivation, and meanwhile, to improve the effect and efficiency of Englishteaching is still a big challenge. This study attempts to explore how English teachers ofsecondary vocational school actively explore suitable teaching methods and strategies ofdeveloping vocational school students’ motivation of learning English.This paper firstly explains the research background, purpose and significance.Secondly, it reviews several theories of learning motivation and researches in this field athome and abroad. At the first stage of the experimental study, a questionnaire of Englishlearning and pre-test before the experiment are carried out among the students in the schoolwhere the author teaches. The purpose is that the author can understand the currentsituation of the students’ English learning motivation and English proficiency. Then,according to the questionnaire, this study analyses the factors that influence students’English learning motivation in secondary vocational school. In order to validate the experiment, the study was carried out between two parallel classes which are both taughtby the author. In the experimental class, the author uses the modern teaching equipment,creates the language situations, and adopts the flexible form of teaching, diversifiedevaluations, etc. Through these practices, the students’ interests are aroused, their learningmotivations are stimulated. The author combines the English teaching and the students’needs with the learning motivation, thus students’ learning motivations are developed. Byenhancing students’ confidence, their learning motivations are maintained. When studentssucceed in English learning, their learning motivations are strengthened. At the later stageof the experiment, students of different levels are interviewed to talk about their benefits,feelings and opinions. By comparing the results of questionnaire, the in-depth interviewand post-test analysis, it can be concluded that students in the non-traditional Englishteaching mode class make more progresses than those in the traditional one. Throughone-semester classroom experiment, students enhance their interest and confidence ofEnglish study, which verifies the effectiveness of the adoption of the changing teachingstrategies in developing secondary vocational school students’ motivation of learningEnglish.