A Research On The English Learning Motivation And Its Correlation With Learning Achievement Of Junior High School Students Under The Background Of Senior High School Entrance Examination Reform

As an important emotional factor,learning motivation affects students’ interest in English learning and academic performance.At present,most domestic scholars’ research on English learning motivation is aimed at the type of motivation and learning effectiveness at a specific period.There are few literatures on the correlation between English learning motivation and grades of junior high school students under the background of the senior high school entrance examination reform.However,in the actual teaching process,many junior high school students are faced with problems such as entrance examination,general vocational diversion,and two-level differentiation of grades,which make their learning motivation change stage by stage,which brings new topics and new problems for teaching to be solved.What is the current situation of students’ English learning motivation and English achievement under the background of reform? Is there a correlation between English learning motivation and achievements of junior high school students and how? What are the main factors that affect junior high school students’ English learning motivation and achievement? In response to the above problems,this research takes junior high school students from two township middle schools in Hanzhong City,Shaanxi Province as the research object,guided by the social psychological model theory and the three-level theory of foreign language motivation.Through questionnaires and interviews with teachers and students,combined with literature analysis,statistical analysis,qualitative and quantitative analysis and other research methods,this paper carried out an empirical study on junior middle school students’ English learning motivation and academic performance,in order to explore the impact of the change of junior middle school students’ English learning motivation on academic performance.It helps teachers to understand the English learning situation of junior high school students under the background of the reform of the high school entrance examination,so as to motivate students’ English learning motivation,effectively improve their academic performance,and provide meaningful reference for English teaching.Through questionnaire survey combined with teacher-student interviews,and using spss26 to analyze the obtained data,the research results show that the overall English learning motivation of junior high school students is at a medium level,and there is a positive correlation between the motivation and English learning performance.There are significant differences in learning motivation in terms of gender,grade and age.The average value of the motivation intensity of girls is higher than that of boys in the five dimensions,and there is an inverse correlation between grade,age and learning motivation: the higher the grade,the lower the motivation intensity;the younger the age,the higher the motivation intensity.In addition,the overall average English achievement of junior high school students is low and there is a two-level polarization phenomenon.The average English scores of girls are higher than that of boys.Grade,age and English grades are inversely correlated: the average English scores of the students in the lower grade and the younger age group are higher than those of the students in the upper grade and the older age group.There is also a positive correlation between the goals of the senior high school entrance examination,learning motivation and academic performance.Therefore,teachers need to analyze the learning status of different students in teaching,establish a good teacher-student relationship,and start with improving the strength of English learning motivation to improve the academic performance of junior high school students.