The Influence Of Teacher-student Relationship On Junior High School Students’ English Achievement ——The Mediating Role Of L2 Motivation

English is the main subject in Chinese compulsory education,so most junior high school students regard English achievement as very important.Recently,more attention has been paid to the research on the relationship between teacher-student relationship and academic achievement as well as the relationship between L2 motivation and English achievement.However,the previous researches seldom focus on the relationships among teacher-student relationship,L2 motivation and English achievement in the context of foreign language learning in junior high school.As teacher-student relationship and L2 motivation are two important emotional factors affecting English achievement,it is necessary to further study how teacher-student relationship and L2 motivation affect junior high school students’ English achievement.The current research aims to explore the following research questions:（1）What are the construct and level of teacher-student relationship and those of L2 motivation in junior high school?（2）How can teacher-student relationship affect English achievement through the mediator of L2 motivation in junior high school?（3）How to create a good teacher-student relationship to improve L2 motivation and English achievement in junior high school? In the data collection procedures,462 junior high school students provided valid questionnaires and their English scores.Besides,21 students and 7 English teachers from the same school participated in the interviews.The main findings are as follows:（1）It was verified that the construct of junior high school students’ teacher-student relationship included Conflict,Active Reaction,Avoidance and Understanding,which excluded Closeness.In the level of junior high school students’ teacher-student relationship,the level of Avoidance was the highest,followed by the level of Understanding,Active Reaction and Conflict.（2）It was verified that the construct of junior high school students’ L2 motivation included Ideal L2 Self,Ought-to L2 Self,Instrumentality-prevention,Parental Expectation and Language Learning Experience,which excluded Instrumentality-promotion.In the level of junior high school students’ L2 motivation,the level of Instrumentality-prevention was the highest,followed by the level of Language Learning Experience,Ideal L2 Self,Parental Expectation and Ought-to L2 Self.（3）It was proved that Conflict and Avoidance negatively affected Language Learning Experience,Active Reaction positively affected Language Learning Experience while Understanding didn’t significantly affect Language Learning Experience.Besides,it was proved that Language Learning Experience positively affected English achievement while junior high school students’ teacher-student relationship（Conflict,Active Reaction,Avoidance and Understanding）didn’t not significantly affect English achievement.Therefore,there is a complete mediation among junior high school students’ teacher-student relationship（Conflict,Active Reaction,Avoidance）,L2 motivation（Language Learning Experience）and English achievement.（4）It was suggested that junior high school English teachers should respect and understand students,maintain students’ self-esteem when dealing with conflicts,communicate with students more,and provide rewards,praise,care and help for students during the process of creating a good teacher-student relationship.The current research has proved that teacher-student relationship can influence English achievement based on the integrated theories of Second Language Acquisition,have verified the construct of teacher-student relationship and that of L2 motivation in junior high school,have ascertained that teacher-student relationship could indirectly affect junior high school students’ English achievement by the mediator of L2 motivation,and have provided the suggestions on how to create a good teacher-student relationship.The findings of the current research can help English teachers in junior high school increase their awareness of improving teacher-student relationship to promote English achievement and deepen their understanding of theoretical knowledge of English learning and its influencing factors.