A Study On The Relationship Between Family Socioeconomic Status, English Learning Motivation And English Academic Performance Of Junior High School Students

In today's society,English is playing an increasingly important role.From 80s,the demand for English is reading?writing and translation ability,and the present demand for English is listening,speaking,reading,writing and translating.The importance and necessity of English is gradually improved.English learning is mainly carried out in the student stage by systematic teaching of English by school teachers.The enhancement of the importance of English directly leads to the difficulty of students' English learning and the eagerness of parents and teachers for students to learn English well.The most direct and effective way to evaluate English learning level is through academic achievement in English.English academic achievement is not only a measure of whether a student can go to school smoothly or not,but also the key to judging the quality of a school's teaching.There are many factors that affect English academic achievements.One of the factors that can not be neglected is the family background of students.The consideration of family background is mainly through the family socioeconomic status.Family socioeconomic status is generally measured by parental occupation,parental education and family income.Studies have shown that the higher the family's socioeconomic status,the better their academic achievement.However,to a large extent,family socioeconomic status is difficult to change.And the improvement of English academic performance is strongly anticipated by parents and teachers.If the family socio economic status is difficult to shake,can other factors indirectly affect academic achievement?In this context,the author,through her own educational practice and related literature,finds that English learning motivation is a key factor in the regulation of English learning.English learning motivation is the most influential factor in English learning.At the same time,English learning motivation is also influenced by family socioeconomic status.In the current research,the motivation and training of English learning motivation is mainly directed against English teachers.However,parents as the first teacher of a child,family as the first school for children is particularly important for the cultivation of students' English learning motivation.In terms of family education,what contribution can schools and school mental teachers make to improve students' English learning motivation?This paper studies the relationship among the three factors:social economic status,English learning motivation and English academic achievements.In order to guide parents to better carry out family education,stimulate and cultivate students'English learning motivation,so as to enhance students' English academic achievement more effectively.This paper adopts?junior middle school students' English learning motivation?questionnaire and?socioeconomic status?questionnaire to test 700 students in a junior middle school in Xi'an.At the same time,we collected the results of the English midterm examination in the previous week,and analysed data with SPSS Software.Conclusions of this study are as follows:1)The socioeconomic status of junior middle school students has a significant positive correlation with English academic performance.2)There is a significant positive correlation between English learning motivation and English academic performance in junior middle school students.3)The English learning motivation of junior middle school students shows significant difference in the grade?gender of the demographic variables.4)The English academic performance of junior middle school students shows significant differences in the age?grade?gender and whether they were the only child of the demographic variables.5)English learning motivation plays a partial mediating role in the influence of family socioeconomic status on English academic performance.