The Investigation Into Learning Motivations Of English Underachievers In Junior High School

English,as the most widely used language in the world,plays an increasingly indispensable role in people's lives,thus English learning becomes more and more important.However,students with learning difficulties in English widely exist in our country.They are often called English underachievers.It hinders the realization of the of English teaching objectives,influences the quality of education,and restricts students' own development,which has brought resistance to the education development of our country,so it is imperative to take effective measures to improve the situation.There is a close relationship between English learning motivation and English underachievers,so stimulating the learning motivation of English underachievers effectively will not only help improve students' English proficiency but also promote the healthy development of students' personality.In this study,the author considered both the English underachievers and achievers as participants,and made the contrastive analysis between them.This study tries to investigate this kind of students,aiming at improving their learning motivation and helping them out of underachievement status.On the basis of the self-efficacy theory,attribution theory and mediation theory,this study combines questionnaire surveys,interviews,and comparative analysis to attempt to answer the following three questions: 1)What is the current situation of learning motivation for English underachievers? 2)What is the difference of English learning motivation between English achievers and underachievers? 3)What are the factors that affect the motivation of English underachievers?Through questionnaire surveys and individual interviews of junior high school students,the study found that the strongest English learning motivation is instrumental motivations,followed by extrinsic motivation,intrinsic motivation,and integrative motivation.Moreover,their sense of self-efficacy is low and their attribution is also not appropriate.There are significant differences in the types of motivation,self-efficacy,and attribution between English achievers and underachievers.The factors affecting the underachievers' English learning motivation are summarized form the perspective of students,teachers,families and other factors.According to the research result,the author put forward some targeted suggestions.It is hoped that the research results and suggestions of this study can serve as a reference for the English teaching and the transition of underachievement.