Survey Research On The Effects Of English Motivational Strategies For Primary School Students

Since the 1980 s,the study of English learning motivation has aroused the great interest of Chinese scholars and English teachers,and the research literature is increasing.With the deepening of the law of education,the teaching philosophy changes from "teaching" to "learning";from "subjects" to "people";from "educator centered" to "learners centered".Therefore,stimulating students’ English learning motivation is the fundamental way to improve the quality of education and teaching and enhance the effectiveness of English education.This study takes the primary school students from grade three to six as the research object,using the combination of qualitative and quantitative research method,around the three steps of "what is —— and how to do ——".In this study,the questionnaire survey method was used to comprehensively and objectively investigate the current situation of English learning motivation in primary school students,using SPSS21.0 statistical software to analyse the survey data systematically,and combine the observation and interview conclusions to analyze the implementation effect of primary school English teachers.According to Dornyei’s three-level theory,the questionnaire,observation and interview methods are used to deeply analyze and explore the shortcomings of teachers’ English motivation stimulation strategies from three levels,that is,to solve the problem of "why".Finally,according to the problems existing in the pupils’ English learning motivation at three levels,the corresponding effective suggestions are put forward,so as to solve the problem of "how to do it".On the whole,the effect of teachers’ use of motivation to stimulate strategies is not optimistic.The main performance is in the following aspects-Learner level:Teachers rarely set short-term and long-term goals based on individual differences;praise students’ language is too general and lacking.Language learning level:Teachers use less original language materials in the teaching process and less cultural knowledge of the language in the teaching process.Learning situation level:Teachers less encourage students to develop creative and imaginative ideas;share responsibility with students when organizing learning activities;and reward students in a single way.The topics and learning tasks chosen by teachers are not interesting to students;the classroom activities are single,boring and uncompetitive to arouse students’ awareness of active participation;the learning materials are provided.Teachers less develop personalized learning programs for students based on learning objectives and characteristics and needs;less organize group activities and extracurricular activities;learning tasks divorced from real life;although not compared with students,also do not use the power of student role models.According to the shortcomings of teachers’ learning motivation stimulation strategy,the author puts forward improvement suggestions from learner level,language learning level and learning situation level.