An Investigation Into The Current Situation Of Rural Mongolian Junior High School Students' English Learning Demotivation

Motivation is one of the crucial factors influencing the foreign language learning,which determines the students' participation and persistence in English learning.However,during their learning process,some learners' learning motivation will gradually decrease or even disappear.Therefore,nowadays more and more scholars shift their attention from learning motivation to learning demotivation.But many researches have focused on Chinese students,little attention has been paid to Mongolian junior high school students.Therefore,it is of significance to do relevant research to re-motivate Mongolian English learners who are suffering from such problem.The paper intends to discuss Mongolian junior high school students' demotivtion in English learning.It raises three research questions:(1)What is the current situation of rural Mongolian junior high school students' demotivation in English learning?(2)What are different demotivating factor of Mongolian junior high school students' English learning among different grades?(3)What are different demotivating factor of Mongolian junior high school students' English learning among different achievement levels?The author chooses 300 students from a Mongolian middle school in Xing An League of Inner Mongolia Autonomous Region as research participants.The paper adopts mixed methods of quantitative andqualitative research including classroom observation,questionnaire survey and interviews.Firstly,the author applies classroom observation tablets to observe the English classes.Secondly,students related,teacher related and parents related interviews proceeded.At last,SPSS(22.0)is used to analyze collected data.The results are as follows: first of all,the intensity of rural Mongolian junior high school students' demotivation is quite strong in their English learning.Furthermore,there are significant differences among three grades in student related,teacher related and peer and parents related factor.At last,there are significant differences among proficiency levels in students related,teacher related,peer and parents related and learning environment related factor.Based on the findings,the author put forwards suggestions toward teacher,students and peer and parents.Teacher should make students aware of the purpose of English learning;adjust the teaching material;update professional qualities.Student should set suitable learning goals,adopt individualize learning style and learn cooperate learning.Parents need to adjust their attitude toward English learning to influence students.