Studies On The Correlation Between Teacher-student Interpersonal Relationship And Students' Learning Motivation In Senior High School English Classroom

Teacher-student interpersonal relationship plays an important role in daily educational activities which can affect students' learning motivation and achievements to a great extent.This study aims first to investigate the current situation of teacher-student interpersonal relationship and English learning motivation in senior high school students' perceptions,and then to examine whether any significant difference exists in different genders and grades of teacher-student interpersonal relationship and English learning motivation respectively.Finally,it aims to explore the characteristics of correlation between teacher-student interpersonal relationship and students' learning motivation in senior high school English classroom.This study chose Wubbels and Brekelmans' Model of Interpersonal Teacher Behavior(MITB)and Biggs' Student Approaches to Learning(SAL)theory as the theoretical bases.The samples were 135 senior high school students across three grades by adopting a stratified sampling method.Firstly,two kinds of questionnaires named Questionnaire on Teacher Interaction(QTI)and Learning Process Questionnaire(LPQ)were used to investigate the current situation of teacher-student interpersonal relationship and English learning motivation in senior high school students' perceptions.And then the author used SPSS20.0 which provided independent sample t-test and one-way ANOVA to assess whether significant difference existed in different genders and grades of teacher-student interpersonal relationship and senior high school students' learning motivation respectively.Finally,the correlation analysis was adopted to explore the characteristics of correlation between teacher-student interpersonal relationship and senior high school students' English learning motivation.The results showed that senior high school students reported high ratings in terms of positive teacher-student interpersonal relationship than negative ones.Senior high school students' English learning motivation displayed more surface motivation than deep motivation,which indicated that most students learned English only for passing exams or finishing tasks.Besides,it proved that significant differences of grades existed in senior high school students' teacher-student interpersonal relationship and English learning motivation respectively.Furthermore,there were significant correlations between directive interpersonal style and surface motivation,intimate interpersonal style and deep motivation.However,negative correlation was found between repressive interpersonal style and deep motivation,and tolerant interpersonal style had no correlation with English learning motivation.Therefore,establishing a harmonious teacher-student interpersonal relationship can have certain influences on how to improve senior high school students' learning motivation,promote English learning enthusiasm,and facilitate the reform of senior high school English education both theoretically and practically.