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A Study on Senior High School Students’ English Learning Motivations and Its Influential Factors

Author: ZengDan
Tutor: YuLin
School: Southwestern University
Course: Developmental and Educational Psychology
Keywords: English Learning Motivation Status quo Influencing factors
CLC: G633.41
Type: Master's thesis
Year: 2009
Downloads: 1192
Quote: 5
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Abstract


In recent years, international exchanges and cooperation between the increasing number of learning English has become one of the basic requirements of the 21st century talent. However, learning English largely motivation is closely related to, in order to obtain satisfactory results only when the learner actively want to learn but good use of reasonable methods of learning. English learning motivation in each person any different? What factors would affect the English learning motivation? Vast majority of existing research for the students' English learning motivation, is rarely associated with high school students, but between differences, so we can not directly apply these findings to analyze high school students in English learning motivation. In this study, based on analysis of domestic and foreign literature, through questionnaires, interviews and other ways, the use of project analysis, factor analysis of the statistical methods, the preparation of high school students in English learning motivation questionnaire has high reliability and validity; through literature analysis open questionnaires, interviews, and other methods are summarized the motives influencing factors of the high school students learning English. Then use the preparation of a good measuring tool to investigate the status of high school students in English learning motivation; Finally, related research, regression analysis and structural equation modeling techniques to explore the main factors that affect high school students in English learning motivation. Based on the findings, the following conclusions: 1. High school students in English learning motivation is a first-order five-factor structure, which is divided into integrative motivation, instrumental motivation, intrinsic motivation, extrinsic motivation, and achievement motivation. High school students in English learning motivation questionnaire self have good reliability and validity, in line with the requirements of psychometric measurement tools that can be used as high school students in English learning motivation. 3 of high school students in English learning motivation is not optimistic about the overall situation. On the whole, our high school students in English learning motivation in the lower-middle level. After further analysis of the data found that 2/5 of the high school students have a good command of English learning motivation, about 1/3 of high school students in English learning motivation at the middle level, nearly 1/3 of high school students lack English learning motivation. View from the various types of high school students in English learning motivation, and its development is unbalanced, and there are significant differences, achievement-type motivation strongest and weakest performers extrinsic motivation. 4 high school students in English learning motivation in terms of gender, there are significant differences in English learning motivation level of the girls is higher than boys. 5 high school students in English learning motivation there are significant differences in grade. Grade three students' English learning motivation was significantly lower than the high school senior grade students. 6 high school students in English learning motivation domestic sources of differences, including rural students in the performance of strong motivation and achievement motivation. 7 high school students in English learning motivation exists in the current English level significant differences in the factor analysis results proved the better English results, the stronger their motivation to learn. Summarized nine factors of influence of eight factors have a direct role in all of high school students in English learning motivation, the role of size as follows: interest> attitude of self-concept> Anxiety> Language Learning> school learning contexts> Parents' attitude> self performance> attribution tendency, while anxiety plays a negative role.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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