A Study On The Change Of Foreign Language Learning Motivation Of Junior High School Students In CLIL Classroom

Foreign language learning motivation is an important factor affecting foreign language learning,and has been widely concerned by researchers at home and abroad.At present,the study of foreign language learning motivation has entered the stage of social dynamics.Dynamic System Theory(DST)focuses on the relationship between changes in learning motivation and learning situation,which provides a new theoretical perspective for the study of foreign language learning motivation.Content and Language Integrated Learning(CLIL)is a dual focused teaching method which takes into account both the subject content and the language,and it has just started in China.Although many schools and training institutions have begun to set foot in this field,and have tried to carry out CLIL teaching practice,domestic scholars have not fully studied the CLIL teaching,especially the relationship between CLIL teaching and foreign language learning motivation.Thus,there exists a large potential for researchers to examine the changes of students' foreign language learning motivation in CLIL classes.This study adapts to the new trend of foreign language teaching and makes innovations on the basis of previous researches on CLIL and foreign language learning motivation.Four subjects were selected for the case study.Through collecting and analyzing the research data of the motometors,classroom observation tables and interviews,the study discusses the changes and causes of junior high school students' classroom foreign language learning motivation in CLIL classes.The results indicate that:(1)junior high students' classroom foreign language learning motivation in CLIL classes is in the process of real-time change,and it shows dynamics,stability,individual similarity and difference;(2)There are two main factors that influence motivation change: learners' personal factors including learners' foreign language learning goals,foreign language learning self-confidence,learning achievement,and classroom context factors,including factors like classroom activities,the teacher and peers.Based on these results,this study points out that teachers can optimize the classroom situation by adopting effective teaching methods,maintain middle and high level of students' foreign language learning motivation in junior high school classes.Besides,teachers should focus on students' individual differences,and teach them according to their aptitude.This study explores a new teaching method with dual focus on subject content and language,and verifies the applicability of DST in the classroom context of junior high school.It conforms to the development trend of foreign language teaching and motivation research,and makes further exploration.It is expected to provide some theoretical and practical reference for the future study of the relationship between CLIL and foreign language learning motivation.