A Study On The English Learning Motivation Of High-achievers And Low-achievers In Junior High School

The polarization in English academic score between high-achievers and low-achievers has always been a great concern among English teachers.There are many different factors influencing the English academic scores of junior high school students,but among them,learning motivation is one of the most important factors.Researchers have found out that as an internal driving force,learning motivation triggers and drives learners' behaviors by influencing their learning interests,needs,desire and academic achievements.It has been proved that there is a close relation between the English academic scores of junior high school students and their English learning motivation.But the disparity of English learning motivation between high-achievers and low-achievers in junior high school still remains to be discussed.Based on the related research findings,this thesis attempts to make a more elaborate and in-deep study on the disparity between the English learning motivation of English high-achievers and English low-achievers in junior high school.In the study,two questions are to be discussed:(1)What are the different types of English learning motivation between high-achievers and low-achievers in junior high school?(2)What are the different factors influencing the English learning motivation of high-achievers and low-achievers in junior high school?In this study,questionnaire and interview are used as the main research instruments.50 English high-achievers and 50 English low-achievers in Grade 7 and 50 English high-achievers and 50 English low-achievers in Grade 8 are selected as the research subjects for questionnaire survey.In addition,10 English high-achievers and 10 English low-achievers are selected for the interview.Through the quantitative and qualitative analysis of the questionnaires and the interviews,some major findings are made:Firstly,English high-achievers in junior high school usually have the internal,integrative and long-term English learning motivation,but the English learning motivation of English low-achievers is always external,instrumental and short-term.Secondly,factors that influence English learning motivation are different.In regard to English learning need,English high-achievers usually have a strong and real need,but English low-achievers don't have a real need;in the aspect of self-efficacy,English high-achievers have a high self-efficacy,but low-achievers have a low self-efficacy and are not confident;in the goal setting,English high-achievers often have a long-tern goal,but the goal for low-achievers are generally short-term;in the aspect of the attribution to the success or failure,English high-achievers are accustomed to attributing to the controllable factors,but English low-achievers usually attribute to some uncontrollable factors;in the intermediary role of teachers,English low-achievers are more dependent on the intermediary role of teachers than high-achievers and not satisfied with the teachers' current teaching methods.Finally,the writer proposes some effective ways from three different levels to stimulate and cultivate English learning motivation of English low-achievers in junior high school,including ways for English learners,teachers and parents.