初中生英语学习动机研究——以光谷实验中学为例.docx

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Introduction
With the increasing globalization of the world, English has become one of the most important languages used in communication. As a result, the learning of English as a second language has become prevalent in many countries, including China. In China, English is a compulsory subject at the primary and secondary education level, and its importance is emphasized by the government. However, the level of English proficiency among Chinese students is still relatively low, and there is a growing concern about the motivation of students to learn English. Therefore, this study aims to explore the motivations of middle school students to learn English in China, using the example of Guanggu Experimental Middle School.
Literature Review
Motivation is a crucial factor in language learning. According to Dörnyei (1998), motivation is defined as “the driving force that initiates and maintains learning.” Motivation is categorized into two types: intrinsic and extrinsic motivation. Intrinsic motivation is based on the individual's internal desire to learn, while extrinsic motivation is motivated by external factors such as grades, rewards, and punishment.
In the context of language learning, Gardner (1985) proposed the socio-educational model of second language acquisition, which identified two types of motivation: integrative and instrumental motivation. Integrative motivation is based on the individual's desire to integrate with the target language community, while instrumental motivation is motivated by practical and utilitarian reasons, such as job opportunities.
Several studies have investigated the motivation of Chinese students to learn English. Wang (2011) found that Chinese students' motivation to learn English was mainly influenced by extrinsic factors, such as academic pressure, grades, and job opportunities. In contrast, intrinsic factors, such as personal interest and self-improvement, were less likely to influence students' motivation. Zhao and Chen (2014) found that Chinese middle school students' motivation to learn English was high but mainly driven by instrumental motivation. Furthermore, they found that the students’ motivation was affected by their English teachers’ teaching methods.
Methodology
The study was conducted in Guanggu Experimental Middle School, located in Wuhan, China. The sample consisted of 150 students from grades 7 to 9. A questionnaire was distributed to the participants, which included questions related to their motivation to learn English. The questionnaire was based on previous studies, and the questions were adapted to suit the context of Guanggu Experimental Middle School.
Data Analysis
The data collected from the questionnaire were analyzed using descriptive statistics and correlation analysis. The results showed that the students' motivation to learn English was mainly driven by instrumental motivation, with the desire to improve their future job opportunities being the strongest motivator. The second strongest motivator was related to academic performance, with the desire to achieve good grades. Intrinsic motivation, such as personal interest, was the weakest motivator.
Furthermore, the correlation analysis showed that the students' motivation to learn English was positively correlated with their perception of their English teachers’ teaching methods. The students who perceived their English teachers as being friendly and approachable were more motivated to learn English than those who did not have such perceptions.
Discussion
The results of this study indicate that the motivation of middle school students to learn English in Guanggu Experimental Middle School is mainly driven by instrumental motivation, which is consistent with previous studies. However, the study also found that the students’ motivation was affected by their perception of their English teachers’ teaching methods, suggesting that teachers' role in motivating students cannot be ignored. This finding is also consistent with Zhao and Chen's (2014) study.
The low level of intrinsic motivation suggests that English classes should be designed to make the subject more interesting and engaging for students. Moreover, the role of parents and society in emphasizing the importance of English should be reconsidered, as they may influence students' motivation negatively.
Conclusion
In conclusion, this study contributes to the existing literature by investigating the motivation of middle school students to learn English in Guanggu Experimental Middle School. The study found that the students' motivation was mainly driven by instrumental motivation, with job opportunities and grades being the strongest motivators. Furthermore, the study found that the students’ motivation was positively correlated with their perception of their English teachers’ teaching methods. The findings suggest that English classes should be designed in a way that makes the subject more interesting and engaging for students. Additionally, the role of parents and society in emphasizing the importance of English should be re-examined. Future research could investigate other factors that may influence students’ motivation to learn English in China.