Research On Senior High School Students' English Learning Motivation And Teaching Strategies

English learning motivation is the internal reason for senior high school students to initiate and maintain English learning behavior,and it is the direct impetus for students to conduct self-regulated,cooperative and inquiry learning.Therefore,it is particularly important to investigate the current situation of senior high school students' English learning motivation and propose practical teaching strategies for teachers to stimulate students' English learning motivation.L2 Motivational Self System,based on the theories of possible selves and self-discrepancy,is the new direction in the development of L2 motivation research.This system regards Ideal L2 Self,Ought-to L2 Self and Second Language Learning Experience as three important components to motivate L2 learning motivation,which not only conforms to the development trend of English as the world language but also adapts to the situation of English teaching and learning in China.Therefore,by investigating senior high school students' English learning motivation based on L2 Motivational Self System,this thesis aims to solve the following research questions:(1)What is the overall condition of senior high school students' L2 Motivational Self System?(2)Are there any significant differences of Ideal L2 Self,Ought-to L2 Self and Second Language Learning Experience among students with different English scores,of different genders,from different places of origin and in different grades?(3)Can Ideal L2 Self,Ought-to L2 Self and Second Language Learning Experience predict L2 learning motivation significantly,and which one is the best predictor?(4)Can instrumentality-promotion,integrativeness and international posture predict Ideal L2 Self significantly,and which one is the best predictor? Can instrumentality-prevention,family influence and milieu predict Ought-to L2 Self significantly,and which one is the best predictor? Can English learning anxiety and self-confidence predict Second Language Learning Experience significantly,and which one is the best predictor?In this study,991 students from 5 senior high schools in Zhengzhou are selected as the research subjects by stratified proportional sampling,and the questionnaire survey on English learning motivation based on L2 Motivational Self System is conducted to these samples.The following research results are obtained through descriptive statistical analysis,test of mean difference and multiple linear regression analysis to the data:(1)Ideal L2 Self and Second Language Learning Experience of students with high English scores are significantly higher than those of students with middle English scores,and Ideal L2 Self and Second Language Learning Experience of students with middle English scores are significantly higher than those of students with low English scores;Female students' Ideal L2 Self,Ought-to L2 Self and Second Language Learning Experience are significantly higher than those of male students;Urban students' Ideal L2 Self and Second Language Learning Experience are significantly higher than those of rural students;Senior 1 students' Second Language Learning Experience is significantly higher than that of senior 2 students;(2)Ideal L2 Self,Ought-to L2 Self and Second Language Learning Experience can all significantly and positively predict L2 learning motivation,with the predictive power of Second Language Learning Experience strongest and the predictive power of Ideal L2 Self and Ought-to L2 Self at the similar second position;(3)International posture has the strongest predictive power to Ideal L2 Self,followed by integrativeness and instrumentality-promotion;Family influence has the strongest predictive power to Ought-to L2 Self,followed by instrumentality-prevention;Self-confidence has the strongest predictive power to Second Language Learning Experience,followed by English learning anxiety;Except English learning anxiety which produces negative prediction,all the determinants can produce positive prediction.According to the research results,some teaching implications are obtained and some practical teaching strategies are proposed for senior high school teachers to improve students' English learning motivation.In order to improve students' Ideal L2 Self,teachers should emphasize the importance of English learning in the future study and life,provide abundant English cultural resources,and organize varieties of extracurricular English cultural activities;In order to improve students' Ought-to L2 Self,teachers should make reasonable requirements for students to learn English,reward and punish students equally and clearly according to students' English learning behavior,and lead students' parents to attaching importance to students' English learning;In order to improve students' Second Language Learning Experience,teachers should create a democratic and pleasant classroom atmosphere,set reasonable expectations for students of different levels of English proficiency,and make appropriate feedback for students immediately.