A Study On English Learning Demotivation Of Senior High School Students

Learning motivation is the intrinsic energy of language learning and also a direct factor affecting learners’ learning level.However,in recent years,with the continuous changes of education orientation,students’ motivation and interest in learning English have gradually decreased to some extent.In addition,the interpretation of English Curriculum Standards(2022 edition)clearly requires that teachers should focus on improving students’ motivation of English learning.Good motivation is an important prerequisite for English learning.Although the phenomenon of demotivation in English has attracted more and more attention of scholars,the previous studies mainly focused on the level of universities and vocational high schools,and there are few studies in senior high school.Therefore,it is of great significance to explore demotivation in English learning for senior high school students.In view of above-mentioned,this research is guided by Gardner’s Motivation theory,D?rnyei’s Three-Level Motivational Framework and Maslow’s Hierarchy of Needs theory,300 high school students were randomly selected for questionnaire survey and 15 students and 4 teachers for semi-structured interview.A combination of quantitative and qualitative comparative analysis is proposed to address the following research questions in terms of demotivation in English learning for senior high school students.1.What is the current situation of demotivation in English learning of senior high school students?2.What are the influencing factors that cause senior high school students’ demotivation?3.What are the differences between more demotivated learners and less demotivated learners in terms of demotivating factors?The major findings can be concluded as follows: firstly,demotivation in English learning for senior high school students is a common phenomenon;Secondly,the factors of demotivation in English learning mainly can be summarized into five aspects:learner-related factors,teacher-related factors,learning environment factors,course-related factors and cultural-related factors.Among these factors,teacher-related factors,student-related factors and learning environment factors are the three main factors.Besides,the culture-related factors also be concerned in this research.Thirdly,there are significant differences between more demotivated learners and less demotivated learners in terms of demotivating factors.Specifically,the more demotivated learners are more likely to be affected by these five factors.Making a comparison with the less demotivated learners,the more demotivated learners ascribe demotivating factors to the external factors,such as teacher-related factors,learning environment and course-related factors.However,the less demotivated learners attribute the main demotivating factors to the internal factors,such as student-related factors.Based on the above conclusions,this study puts forward some reasonable suggestions for teachers,students,parents,administrators,i.e.increasing the confidence of English learning,cultivating the conception of western culture,using the textbook close to the life and creating the atmosphere of English learning so as to truly help students improve their English learning motivation and better improve their English learning performance.