Research On The Strategies For Stimulating And Cultivating Junior Middle School Students’English Learning Motivation

Learning motivation plays an important role in students’English learning. The new English curriculum standards also emphasizes that teachers should inspire and strengthen the students’interest in learning, guide students to transform interest into stable learning motivation and regards learning motivation as one of the emotional goal of English teaching. However, at present, most junior middle school students regard entering senior middle school as their main learning aim without strong internal English learning motivation. How to use effective teaching strategies to stimulate students’English learning motivation is a common problem faced by the majority of teachers, and it is also the purpose of the study which I did.At present, the theoretical researches about foreign language learning motivation strategy have made some development at home. But they are mainly based on the discussion and analysis of the second language motivation theories abroad or originate from the reflection of teaching experience. Most researches confined to the study of college students, senior middle school students and vocational high school students, and they pay little attention to the strategies for stimulating junior middle school students’ English learning motivation.Based on reinforcement theory, hierarchy of needs theory and attribution theory, from five aspects of motivation types, intensity of motivation, reward and punishment, life and emotional needs, attribution to success or failure, the author treats the two classes which I taught as the research object, and the two class are regarded as the experimental class and controlled class. By the method of questionnaire and interview, the author investigates junior middle school students’current situation of English learning motivation. According to the analysis of the results, the author finds that some problems exist in junior middle school students’English learning motivation. To solve these problems, the author tries to stimulate and cultivate students’English learning motivation based on the motivation theories by these strategies:strengthening students’ English learning motivation in the evaluation; building harmonious class atmosphere; creating English teaching situation to stimulate students’interest in learning English; guiding students to make positive attribution and providing immediate feedback. In the practical teaching process, the strategies are adopted in experimental class, and in control class the teaching methods are still the old ones-mainly explaining the points of knowledge. Through four-month teaching experiment, a survey about the motivation type and intensity of motivation of the students who are from these two classes is carried out. It can be seen that the motivation type and intensity of the students in experimental class are changed in some extent, and especially the internal motivation strengthened. By the analysis of students’ scores before and after experiment, it also proves that the intensity of motivation increased and it is positive correlation between intensity of motivation and learning effect.Through theoretical support and experiment, the author draws following conclusions: firstly, the internal motivation has an obvious influence on junior middle school students’ English achievement; secondly, instrumental motivation does have considerable impetus to junior middle school students’ English learning; thirdly, learning motivation and strategies have a great influence on students’ academic performance; fourthly, English academic performance has positive correlation with learning motivation.