A Study On The Influences Of Learning Motivation And Language Anxiety On English Classroom Interaction In Junior High School

In China,English classroom teaching is the main source of language input.In recent years,with the development of communicative language teaching method,interactive classroom has become a mainstream classroom teaching model.Related researches are also increasing at home and abroad,which concern all aspects of classroom interaction,such as,theory,application,influential factors and significance and so forth.However,the researches,combining learning motivation and language anxiety with classroom interaction,studying the effects of learners' learning motivation and language anxiety on classroom interaction,are relatively rare.Besides,the rare studies are mostly restricted to the field of theoretical study and the related researches in the field of practical study are rather limited.In order to promote the development of interactive classroom and improve the teaching quality of English class,this investigation aims to study the influences of learners' learning motivation and language anxiety on English classroom interaction in junior high school.Based on the Interaction Hypothesis,this research combines qualitative analysis with quantitative analysis,employs classroom observation,questionnaires and face-to-face interview as research tools and takes 108 Grade Eight students and 4 English teachers from Dalian No.30 Middle School as research objects,in order to study the influences of learners' learning motivation and language anxiety on classroom interaction in junior high school.It is designed to answer the following four research questions: 1)What is the current situation of English classroom interaction in junior high school? 2)What influences does learning motivation have on English classroom interaction? 3)What influences does language anxiety have on English classroom interaction? 4)What can teachers do to improve the effectiveness of English classroom interaction in junior high school?The results of the collected data clearly prove that there are still some problems in current English classroom interaction in junior high school.For example,the type of classroom interaction is single;the forms of interaction activities are simple,dull and aimless;learners' interest in classroom interaction is low;students are not active in classroom interaction,etc.It is also found that learners' learning motivation and language anxiety have great influences on their active participation in classroom interaction.In terms of learning motivation,compared with extrinsically motivated learners,intrinsically motivated learners are more active in classroom interaction and have higher motivational intensity.In terms of language anxiety,it is inversely proportional to the degree of students' participation in classroom interaction.The more anxious a student experiences,the less he or she participates in classroom interaction,and vice versa.It is hoped that the present study can offer some help for teachers to understand the current situation of English classroom interaction in junior high school.Through analyzing the influences of learners' learning motivation and language anxiety on English classroom interaction in junior high school,teachers can accordingly take effective measures to stimulate students' active participation in classroom interaction,so as to improve the teaching quality of English class in junior high school effectively.In addition,the study is also hoped that it can provide some references and enlightenment for the future studies on classroom interaction,learning motivation and language anxiety.