Research On The Dynamic Changes Of Foreign Language Learning Motivation Of Senior High School Students In Classroom Context

As an important emotional element,foreign language learning motivation has been received extensive attention by researchers at home and abroad.The research perspectives of foreign language learning motivation involves in many aspects,such as psychology and society,and the dynamic system theory(DST)provides another perspective.However,at present,the research on motivation of foreign language learning based on dynamic system theory is mostly theoretical and less empirical.And now,most of the participants of foreign language learning motivation are college students and lack of attention to the learners in the basic education stage.Based on the dynamic system theory,using the method of motometer,classroom observation and interview,case study of foreign language learning motivation was done on four senior high school students in Weifang for three months,and the following two questions were discussed: 1)Has the motivation of high school students’ foreign language learning motivation changed in the classroom situation? What are the characteristics of the change in motivation? 2)What factors are responsible for these changes? Why?The results show that,first of all,high school students’ foreign language learning motivation has changed in the classroom situation,and the change has the characteristics of dynamic,stability,individual similarity and difference.Secondly,factors affecting motivation change include learner’s individual factors and classroom situation factors.Among them,the individual factors of the learners include foreign language learning goal,emotional factor,self-confidence of foreign language learning and learning achievement.Classroom situation factors include classroom activity factor,teacher factor and peer factor.These influence factors interact with each other and act together on the change of high school students’ foreign language learning,and makes the change of foreign language learning motivation of high school students present a nonlinear causal relationship.Based on this,this study indicates that in senior high school,English teachers should pay more attention to the students’ individual differences and the design of classroom situations,improve students’ motivation to learn foreign language from both of the students part and the class situation part,and help students to make greater progress in English learning.This research can provide useful guidance for senior high school English teachers to stimulate students’ learning motivation,improve classroom learning efficiency and foster classroom interaction.At the same time,this study,combined with the theory of dynamic system,does research from the overall motivation change,rather than merely paying attention to the simple linear causality of motivation change.It is also expected to provide theoretical and practical reference for the study of foreign language learning motivation.