The Study of Student Motivation on English Learning in Junior Middle School -- A Case Study of No.5 Middle School in Gejiu

Abstract

Motivation plays an important role in foreign language learning. Learning motivation is to promote and guide and maintain learning activities which have been conducted an internal strength or internal mechanism. Learning motivation once formed, the student will use an active learning attitude to learn, and express a keen interest in learning, and can focus attention in class to master knowledge. Through the study of the theory of modern education, this paper discusses the definition of motivation, types of motivation; the role of motivation in English learning are analyzed. The subjects in the thesis are Gejiu middle school students, and the author designed a questionnaire on English motivation. The purpose of the study was to find out the unfavorable factors. According to the results and the related theory, the author presents some suggestions to arouse the students' English motivation and improve the efficiency of English learning and teaching in Junior Middle School. Among the suggestions, the implications by the study include that students need motivation to help them learning English, they should establish the right goal to enhance them learning English well. Meanwhile, as an organizer in teaching, teacher should pay more attention to communicative learning that can stimulate students to learn effectively.

Mobile English Learning: An Empirical Study on an APP, English Fun Dubbing

“…Thirdly, EFD can help lead the students to use mobile phones in a positive way. Students' "addiction" to mobile phones has long been criticized in the educational setting of China [19]- [20] and mobile phones are strictly prohibited in classrooms in many universities in the country. However, owing to the evolution of mobile technology, mobile phones have become indispensable to modern society [14].…”

English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

“…First of all, in this EOP context, most of the administrative workers, with higher extrinsic motivation, were found to be less autonomous in L2 learning and tended to self-evaluate their English speaking proficiency to be low. Regarding English learning motivation in an Asian context, L2 researchers have continuously reported higher instrumental, extrinsic motivation than integrative, intrinsic motivation of the learners of English (Ghenghesh, 2010;Kim, 2010;Long, Ming, & Chen, 2013;Muftah & Rafik-Galea, 2013;Zhao, 2012 Vol. 7, No.…”

“…In a learning context, the factors are frequently addressed as external factors which include teachers, activities, feedback, and classroom environment (Zhao, 2012). Among the external factors, the role of the teacher was found particularly significant in forming students' motivation to learn L2 (Ghenghesh, 2010;Long, Ming, & Chen, 2013). Interestingly, teachers tended to perceive their students' L2 learning motivation to be intrinsic and integrative while their students brought more of instrumental and intrinsic motivation to the L2 classrooms (Zhao, 2012).…”

“…As suggested by many L2 researchers, L2 motivation, a major learner factor, is signifiantly influenced by social and contextual factors (Dörnyei, 2001;Ghenghesh, 2010;Long, Ming, & Chen, 2013;Kim, 2010;Kormos, Kiddle, & Csizér, 2011;Noels, Pelletier, & Vallerand, 2000;Vandergrift, 2005;Zhao, 2012). Regarding the close interaction between an external context and L2 learners' internal responses to the context, Ryan (1985, 1995) proposed self-determination theory which explicates two main motivational orientations: intrinsic and extrinsic ones.…”

“…Learners may also be extrinsically motivated to learn a language because of some potential rewards that can be gained by developing language competence. L2 researchers have applied this self-determination theory to different contexts under a variety of social influences and have revealed that an L2 learner's response to the context forms a certain motivational orientation, which is significantly related with learner autonomy (Dörnyei, 2001;Ghenghesh, 2010;Long, Ming, & Chen, 2013;Kormos, Kiddle, & Csizér, 2011;Noels et al, 2000;Vandergrift, 2005).…”