Research On Students' Learning Motivation Under Hierarchical Teaching

As one of the important factors that influence learners' foreign language learning,motivation has caught much attention of many scholars all over the world.At current stage,research of foreign language learning motivation mainly focuses on school and in-class education environment;meanwhile,it is closely linked with the school education.With the education theory and practice further developing in China,hierarchical teaching,an important measure in the college English teaching reform,has been widely applied in colleges and universities.Based on the people-oriented educational concept,it advocates that teaching should focus on learners' English proficiency,show respect to their individual differences and try to arouse learners' learning motivation in order to improve the learning efficiency.This study aims to explain by combining the foreign language learning motivation and the hierarchical teaching.First of all,the author generalizes the factors related to learning motivation,laying the foundation for subsequent strategy research.Secondly,the author investigates students' learning motivation intensity and types under the hierarchical teaching to find out the existing problems and figure out why they occur.After hat,the author takes specific and targeted stimulation strategies and teaching strategies to improve the efficiency of hierarchical teaching.In view of this,under the context of the hierarchical English teaching in colleges and universities,this study mainly explains the following three aspects:(1)Distribution of types of students' learning motivation under the hierarchical English teaching;(2)Before and after the hierarchical teaching,whether there is a difference between the types and intensity of students' learning motivation in experimental classes;(3)Before and after the hierarchical teaching,whether there is a difference between the types and intensity of students' English learning motivation in normal classes.The author categorizes the college English learning motivation into five types based on Gao Yihong and her companions' research,namely intrinsic motivation,achievement motivation,situational motivation,social responsibility motivation and personal development motivation.The author find that there is no significant change on students' learning situation motivation before and after the hierarchical teaching,while the instrumental motivation occupies the main proportion,and it is not stable.At the same time,this paper also carries out corresponding strategies towards the above problems,to help optimize and maintain the students' learning motivation in order to promote college English hierarchical teaching reform.