A Survey and Analysis of Middle School Students’ English Learning Extrinsic Motivation --in the case of first year middle school from ShouXian ShouChun Middle School 英语专业毕业论文.docVIP

A Survey and Analysis of Middle School Students’ English Learning Extrinsic Motivation --------in the case of first year middle school from ShouXian ShouChun Middle School Abstract: This paper is intended to study a survey and analysis of middle school students English Learning extrinsic motivation from a case of first year middle school from ShouXian ShouChun Middle School. This research finds that the factors influent middle school students English learning extrinsic motivation are exams, teachers, parents, the competition between students, the atmosphere in classroom, textbook, teaching arrangement by school, learning assignment, English instrumental and teaching method. According to these factors, we can find the ways of arousing middle school students’ English extrinsic motivation. Key words: extrinsic motivation; middle school students; English language learning Ⅰ. Introduction 1.1Bckground English is becoming the worlds language of the 21st Century. With China’s reform and opening up, the rapid development of China’s economy and the international exchanges and cooperation, more and more communication across nations is growing and becoming necessary. However, learning a foreign language is quite a complex process. Language learners not only need to learn its pronunciation, vocabulary and grammar, but also its abundant culture. There are many factors influencing language learners’ success or failure in EFL learning, such as language learners’ intelligence, aptitude, personality, motivation, attitudes, preferences, beliefs, age of acquisition, sex, learning situation, cultural background, learning strategies, teachers, etc. Of all these factors, if asked to identify the most powerful influence on learning, almost all the linguists at home and abroad and language teachers will list learners’ motivation high up on their lists, considering it as a crucial and decisive factor in foreign language learning (Gardner and Lambert, 1969; Harmer, 1983; Dornyei, 2003 e