The Influences Of Emotional Loss On Left-behind Children's English Learning Motivation In Rural Junior Middle School

English learning motivation is an important nonintellectual factor affecting English learning.It is very important to stimulate and maintain students' English learning motivation in English learning.However,for the students from rural junior middle schools with relatively backward teaching conditions and relatively scarce teaching resources,their English learning motivation,should be paid with more concern.In recent years,significant reforms have been made on the state of migrant workers' social security,children's education and other issues,but because the number of this group is huge,and our policy system needs to be improved,there are still many migrant workers' children have to stay at home in rural areas because they cannot go with their parents to the city,Therefore,the "empty nest" is still widespread.Lack of parental care,will inevitably lead to the absence of the left-behind children's family feelings,and give negative impact on children's psychology.This is a gradually emerging society problem which needs much more attention.In this paper,through the investigation on the status of Emotional loss of left-behind children in junior high school and their English learning motivation,together with the correlation study between them.It is hoped that the influence of emotional loss on learning motivation can be revealed and some feasible emotional compensation strategies and strategies to stimulate and maintain the English learning motivation of the left-behind children in rural junior high schools can also be put forward.The subjects in this research are the left-behind children in a rural junior high school from Xingguo County of Jiangxi province Ganzhou City and some methodologies are implemented in the research process,such as questionnaires and written interviews.What's more,SPSS21.0 is used as the main questionnaire analysis tool to obtain objective and scientific results.By means of investigation we arrive at the conclusion that the lack of emotion of the left-behind children has different effects on all the seven aspects of English learning motivation(learning interest,learning situation,personal development,motivation behavior,English achievement,external demand and anxiety).Among them,the influence on intrinsic interest,sense of achievement and anxiety are the most prominent.The learning environment of the left-behind children is relatively isolated,thus the children have a curiosity in English and own a strong initial interest.At the same time,the left-behind children particularly eager to obtain a sense of achievement.But due to lack of emotion,left-behind children generally have a personality inferiority which leads to serious anxiety in English classrooms.To solve these problems and to help develop and maintain the English learning motivation of left-behind children,this paper has put forward some practical suggestions from different perspectives,such as society,school,family and the students' psychology.Five chapters stand together in this whole work.A brief introduction of the research was given in the first chapter,together with descriptions of the current situation of the left-behind children and the significance of this study,Chapter Two gives a clear idea and makes an effort to review all the concepts that relate to the present research.Chapter Three introduces the theoretical basis of research,such as Stephen Krashen's theory of the affective filter hypothesis and Maslow's Hierarchy of Needs.Chapter Four is mainly about statistics analyses.Chapter Five points out some problems and suggests feasible solutions to the cultivation of left-behind children's motivation of English learning.