A Study Of Intervention On Enhancing Middle School Students' English Learning Motivation

English learning motivation is an important factor to determine the success or failure of middle school students' English learning,which directly affects how much effort the students are willing to pay and how long it will last.Therefore,as a key factor affecting the success or failure of students' English learning,English learning motivation has become a hot topic in the field of foreign language teaching.In recent years,researchers have put forward a lot of English learning strategies on how to stimulate students' English learning motivation.However,few studies have been conducted on how to enhance students' English learning motivation through interventions.As an English teacher,the author believes that the best motivational intervention is to improve students' learning effect.Therefore,the author suggests that if teachers can take appropriate interventions to enhance students' English learning motivation,it can not only stimulate students' interest,but also open up their lasting enthusiasm and,finally,help students to improve their English achievements.Based on the theory of attribution,the theory of hierarchy of needs,the theory of behaviorism and the theory of Three-dimensional structure model,from the three aspects of motivation types,motivation intensity and attribution of success or failure,the author chooses the students from two classes in Grade 8 in GaoTai No.2 Junior Middle School as the research objects.With the questionnaire,interview and classroom observation,the author analyzes the current situation of students' English learning motivation and its influencing factors.The results show that students' achievement motivation is the highest and the intrinsic motivation is the lowest.What's more,there is a significant correlation from intrinsic motivation,motivation intensity and intrinsic attribution.With the analysis of English learning motivation of middle school students,the author designs the specific intervention measures from three aspects,which are directly related to students,including learning situation,achievement and social responsibility,as well as the indirectly related factors from parents and teachers.Before the experiment,with the guidance of the existing teaching experience,the author makes an objective description of the current situation before the intervention by interview and the classroom observation.Then,according to the objective situation,the author adopts the corresponding intervention measures.Finally,the author elaborates the effect of intervention through the interview and classroom observation.The results show that appropriate interventions can enhance students' English learning motivation.Through a period of four months of intervention experiment,with the questionnaire survey,the author finds that the four types motivation in the experimental class are significantly enhanced.Among them,learning situation motivation and social responsibility motivation are enhanced most significantly.At the same time,compared with the students in the controlled class,the students' motivation intensity in the experimental class is increased significantly,too.By the analysis of students' scores before and after intervention,it can be seen that students' scores in the experimental class improve greatly.It further shows that the intrinsic motivation,motivation intensity and academic achievement are positively correlated.