A Survey On English Learning Motivation In Junior High School And Its Implications For English Teaching

English learning motivation has been regarded as a typical representative among all the individual differences and personal characteristics. It has attracted much attention from scholars and experts. English Curriculum Standards for Compulsory Education(trial)(2001) has a series of regulations about English learning motivation. English learning motivation is the direct driving force of learning behavior and the main reason for the students to accomplish some kinds of learning tasks, so the author puts forward two research hypotheses based on her practical English teaching and learning: 1. English motivation has a great effect on the junior high school students’ grades and the higher intensity their motivation have, the better results their grade will be. 2. In terms of gender difference, the female students have a stronger English learning motivation than the male students.This research is a case study in Affiliated Junior High School to Taizhou No. 2 Middle School in Jiangsu Province to investigate students’ English learning motivation. It consists of a questionnaire which involves 203 students and a survey which involves 101 students. The study proposes all the following questions based on the research hypotheses: 1. What types of English learning motivation are mainly held by the students? 2. What is the overall level of English learning motivation intensity among the students? 3. What are the differences of English learning motivation between male students and female students? 4. How can English teachers stimulate the students’ English learning motivation?This research finally gets the following research findings: 1. In general, the students’ major motivation types in junior high school include the Integrative Motivation, Instrumental Motivation, Extrinsic Motivation, Intrinsic Motivation, Achievement Motivation and Attribution Motivation. 2. The junior high school students’ overall level of English learning motivation intensity is strong. 3. The male students’ overall motivation level is lower than that of the female students.The author three some implications to stimulate the students’ English learning motivation: 1. First of all, it is necessary for teachers to build a good language-learning environment. 2. Secondly, it is helpful for teachers to create a free and open teaching mode. 3. Finally, teachers should nurture the students’ sense of attribution and confidence as much as possible.