An Empirical Study Of Achievement Motivation Intervention Model In Junior Middle School English Teaching

With the continuous in-depth research on English teaching in our country,the research on the psychological factors that affect students’ learning is increasing.Among them,achievement motivation,as an important psychological factor,has become one of the research topics of more and more researchers.However,the current common problem among students in the area where the author is located is that they are not very motivated to learn English,and many students have obvious resistance to English subjects.If things go on like this,students form a mindset of "English is boring" and "I just can’t learn English".Therefore,it is particularly urgent to explore a model that effectively stimulates the English learning motivation of junior high school students in the region.Based on the two dimensions of Atkinson’ s achievement motivation theory,namely,the pursuit of success and the avoidance of failure,this paper designs related questionnaires,and conducts achievement motivation intervention training based on the questionnaire survey data.It aims to answer three questions:1.What is the current status of the motivation for junior high school students in the region?2.Does the intervention of achievement motivation affect students’ achievement motivation?3.Does the intervention of achievement motivation help improve students’ English performance?To this end,the author uses a questionnaire to understand the current situation of the achievement motivation of junior high school students in the region from three aspects:gender,grade and English performance.According to the data analysis of the questionnaire,there is no significant difference in the motivation to pursue success between men and women,and there is a significant difference in the motivation to avoid failure between men and women;in grades,the motivation to pursue success in grade 9 is significantly higher than that in grades 7 and 8.There is no significant difference in the motives of failure in grades;in the two dimensions of achievement motivation,the motivation to pursue success is positively correlated with English performance,while the motivation to avoid failure has nothing to do with performance.Then,based on the results of the questionnaire and combined with the actual situation in the region,the ninth grade is facing the high school entrance examination immediately,and the effect of intervention on motivation is not significant.The seventh grade has just entered junior high school and is far away from the high school entrance examination,and has a sense of freshness in the new curriculum.The effect of motivation intervention is not effective.Good,so the eighth grade was selected as the target of achievement motivation intervention.The author conducted a 10-week motivation training for 55 eighth graders through the six stages of motivation intervention,namely,awareness,experience,conceptualization,practice,migration,and internalization.In the intervention process,the gender differences between men and women were taken into consideration,emotional training and frustration training were added,and follow-up tests were conducted one month or two months after the motivation training.The author found that the students’ English scores were significantly higher than those after motivation training.Before training.Combining the questionnaire and the results of achievement motivation training,we have formulated an achievement motivation model that effectively stimulates junior high school students’ English learning in the teaching process.The author summarizes it as the "three loops and six steps".I hope this model can provide reference for more frontline teachers.