Effects Of Family Environment On Senior High School Students’ English Learning Motivation

Recently,the education and teaching model has gradually shifted from teacher-centered to student-centered,especially the increasing interest in students’ English learning motivation,because it directly affects students’ enthusiasm,consciousness and persistence,and ultimately affects learning outcomes.From the perspective of sociolinguistics,learning motivation is influenced by the social environment such as family and school.In recent years,there have been many studies on English learning motivation,but the studies of the relationship between learning motivation and academic achievements are limited.The research subjects are also concentrated on college English,non-English major undergraduates and secondary vocational students,lacking primary and secondary schools.Therefore,based on the previous studies,this thesis takes high school students as the research object,and explores whether the family environment has an impact on learning motivation.This study focuses on the following three research questions:first,what factors in the family environment will affect senior high school students’ English learning motivation?Second,what difference may exist in the influence of family environment of high school students in different grades on their English learning motivation?Third,what is the relationship between English motivation and learning achievements based on family factors?Through literature analysis,questionnaire and interview,a questionnaire survey was conducted among 330 students in three grades of Xiayi NO.1 Senior High School,and 12 students were randomly selected to participate in the survey.SPSS.21 was used for data analysis.The survey found that:First,seven factors in the family environment have an impact on senior high school students’English learning motivation,including parents’ involvement and the cultural level of family,the relationship with parents,family income,parents’ occupation,parents’ teaching methods and the number of children in a family.Second,different family factors have different effects on the types of English learning motivation of senior high school students in different grades.Third,among the ten types of high school students’ English motivation,only social responsibility motivation and language anxiety have no mediating effect on students’ English achievements,and the rest have partial or complete mediating effect on students’ English achievements.Based on the social constructivism theory,this thesis provides suggestions for parents,students and English teachers.The above three can refer to the results of this study and take effective measures to improve students’ English learning motivation,so as to really improve the ability of regional English learners.