A Study On The Correlation Between Junior High School Students’ English Learning Motivation And Teacher-student Interpersonal Relationship

With the continuous advancement of curriculum reform and the continuous updating of educational ideas,the disadvantages of neglecting emotional factors in traditional education are gradually resolved.The new Curriculum Standards emphasizes that in the teaching process,we must pay attention to the emotional factors in student learning,cultivate and develop students’ positive attitudes in learning English,and achieve the common participation and harmonious development of teachers and students in teaching.Among them,the interpersonal relationship between teachers and students is one of the emotional factors affecting students’ English learning.At the same time,the new curriculum standard states that teachers should guide students to gradually turn their interests into stable learning motivations so that they can build their confidence.It can be seen that the interpersonal relationship between teachers and students has a great impact on students’ English learning motivation.By reading relevant literature,the author finds that research on teacher-student interpersonal relationships or learning motivation has always been a hot topic in the education world,but there is less research on the correlation between the two and it is not very targeted.Therefore,this paper takes Wenxuan Junior High school students in Liaocheng as examples,and adopts stratified sampling method to randomly select 310 students(among them,102 students in the first grade,102 students in the second grade,and 106 students in the third grade;the ratio of girls to boys is close to 1: 1)in Wenxuan Junior High School from the first to the third grade as the research objects and takes the English subject as an example,it aims to investigate the current situation of teacher-student interpersonal relationship and English learning motivation perceived by students in junior high school English teaching.And the paper aims to explore the differences in gender and grade,and explore the correlation and related characteristics of teacher-student interpersonal relationship and learning motivation.The specific research questions are as follows: What is the status of English learning motivation for junior high school students? What is the status of teacher-student interpersonal relationship in junior high school? Is there any significant difference existing in different genders and grades of teacher-student interpersonal relationship and junior high school students’ learning motivation respectively? Is there a correlation between teacher-student interpersonal relationships and learning motivation for junior high school students? If so,what is the correlation?In this study,teacher-student interpersonal relationship questionnaire and learning motivation questionnaire were used to collect data.A total of 310 questionnaires were distributed and 310 were recovered,of which 300 were valid questionnaires,with a 100% recovery rate and an effective rate of 96.8%.After analyzing the questionnaire data with SPSS software,the results show that the teacher-student interpersonal relationship between junior high school students and English teachers generally shows a good and positive state,but the junior high school students’ English learning motivation is more manifested as internal learning motivation.This shows that junior high school students learn English because of their own interests or development.The result of the difference test shows that there is a significant difference between teacher-student interpersonal relationship with grade,and no significant difference with gender;there are significant differences in learning motivation,with gender and grade.In addition,there is a significant correlation between teacher-student interpersonal relationship and English learning motivation of junior high school students.Among them,intimate,satisfied and supportive teacher-student interpersonal relationship are significantly positively related to learning motivation,but conflicting teacher-student interpersonal relationship are significantly negatively related to learning motivation.Therefore,building a harmonious interpersonal relationship between teachers and students in the junior high school English classroom has certain theoretical and practical significance to improve students’ English learning motivation and learning interest.