A Study On English Learning Motivation Of Pre-school Education Majors In The Secondary Vocational Schools

In view of the influence of learning motivation on teaching and learning,there exist some problems that cannot be ignored in the students' learning motivation,which calls for further research.On the basis of the theories of Reinforcement Theory,Attribution Theory,Self-worth Theory,with the guidance of social constructivism-based view of learning motivation,and on the grounds of teaching practice and questionnaire survey,this study explores the English learning motivation of pre-school education majors in the Secondary Vocational Schools from the perspectives of intrinsic factors,influence factors in teaching contents and teaching process and so on,aiming at discovering the characteristics and problems existing in such schools so as to give some recommendations to further improve English teaching quality.The research questions in this study are concerned with the following issues.1.What is the structural characteristic of English learning motivation of pre-school education majors in the Secondary Vocational School?2.What are the major factors that influence the English learning motivation of pre-school education majors in the Secondary Vocational School?3.What are the main problems that exist in the English learning motivation of pre-school education majors in the Secondary Vocational School?4.What kind of teaching strategies shall be made to stimulate and cultivate students' English learning motivation?Students from 8 classes covering Freshman and Sophomore and 4 teachers from Yanchen Kindergarten Teacher's College are involved in this research(Yanchen Kindergarten Teacher's College has been upgraded to college one year ago,there are still many Secondary Vocational School majors currently).By adopting the approaches of questionnaire survey,contrastive teaching and individual-level tracking in this study,based on the theories of contrastive analysis,educational research methodology and educational statistics,students learning motivation isspecially analyzed from both theories and practices.Conclusions based on this study are:1.Currently,English learning motivation of pre-school education majors in the Secondary Vocational School is not optimistic due to the fact that most students are passive learners.2.Initiative along with goal pursuit,value judgment(mainly in terms of applicability)and psychological disposition(mainly in terms of attracting attention of the learners during teaching process)are the most essential compositions of English learning motivations and the leading factors influencing students English learning motivation and learning behavior for pre-school education majors in the Secondary Vocational School.3.Three main problems of pre-school education majors in the Secondary Vocational School in the English learning motivation have been found through this study.(1)Most students are passive learners and often display low motivation.(2)Their interests in English learning have also been affected by preferring dynamic to static.(3)Some students haven't fully realize the importance of English learning,which disturbs their English learning motivation.4.There are four fruitful teaching strategies to stimulate,cultivate and maintain students' good English learning motivation,including internal cause optimizing and progression guiding,goal-oriented and task-driving,fun and attraction enhancing,success experiencing and positive attributing.Some implications obtained from this study for the pre-school education major teaching are as follows:1.Schools and teachers should further attach importance to the stimulating and cultivating English learning motivation of pre-school education majors in the Secondary Vocational School,and take it as the important instrument to improve English teaching efficiency and quality.2.Teaching reforms should be carried out based on the major factors influencing English learning motivation,the learning motivation compositions andits relevant problems of pre-school education majors in the Secondary Vocational School.3.Following the four fruitful teaching strategies mentioned above to stimulate,develop and maintain students' English learning motivation on the regular basis is definitely beneficial to teaching in the long run.We should help students develop English learning motivation to further improve the teaching quality based on their intrinsic requirements,appropriate guidance from parents and teachers,teaching contents reforms,teaching approach and process optimization,and evaluation of the learning and teaching,etc.Three points need to be improved in this study,which shall be covered in future related research.1.The size of research sample is small.Subjects in this study are from two grades of the same school,and only 4 teachers are involved.Small coverage may affect the universality of the conclusion.2.The experimental period is short.Only 1 year's experiment conducted for each grade is not long enough to evaluate long-term teaching and learning.3.The study and classroom experimental teaching is insufficient.There's a lack of sufficient information and data for providing more valuable research result.