Chapter One Introduction
1.3 Significance of the Study
As is mentioned above, motivation is thought to be one of the key factors to meet success or failure in the foreign language learning process. Domestic and foreign scholars have done a lot of researches on motivation in the field of foreign language teaching and learning while little attention is paid to demotivation. It is of great significance for scholars and front-line teachers to pay more attention to students’ learning demotivation. It has the theoretical and practical significance of studying English learning demotivation.
1.3.1 Theoretical Significance
Scholars at home and abroad concern on learning motivation in the field of language learning a lot and it has become an important research area. Most of them concentrate on positive factors of motivation instead of negative aspects. There is little research on learning demotivation. Over the past few decades, more and more scholars have paid attention to the study of students’ demotivation. This thesis may provide some useful information that is related to the theory of demotivation through investigation of students’ English learning demotivation in senior middle schools of T City. Teachers may have a clearer understanding of some theories on demotivation after analyzing the current situation of English learning demotivation and the main demotivating factors in senior middle schools of T City. The thesis provides some related theoretical reference for the post research in this field and enriches demotivation theory in English learning to a certain extent.
Chapter Three Research Methodology
3.1 Research Questions
The research is to investigate the current situation of students’ learning English in senior middle schools of T City. Research questions are designed to find out whether the students have got demotivation in learning English, whether there are differences of English learning demotivation between senior one and two students, between male and female students and what factors domain students’ demotivation.
To be specific, the research questions are raised as follows:
(1) What is the current situation of English learning demotivation of senior middle school students in T City?
(2) Are there any significant differences of English learning demotivation between senior one and two students, between male and female students?
(3) What are the main factors that cause English learning demotivation of senior middle school students in T City?
Table 3.1 The basic information of the subjects
Chapter Four Results and Discussion
4.1 Results of Questionnaire
A questionnaire is designed to investigate the current situation of English learning demotivation, tell differences of English learning demotivation in grades and genders, and explore the domain demotivating factors. With SPSS 21.0, the results of questionnaire are collected and analyzed in this section.
4.1.1 Current Situation of English Learning Demotivation of Senior Middle School Students in T City
The first question of the research is to investigate the current situation of English learning demotivation of senior middle school students in T City. In the second part of the questionnaire, ten items are designed to investigate students’ current situation of English learning demotivation. Table 4.1 shows the descriptive statistics of the current situation of students’ demotivation in T City.
Table 4.1 General statistics of current situation of students’ demotivation
4.2 Results of Interview
In order to explore further reasons about students’ English learning demotivation and make the research more convincing, interviews with students and teachers have been made in July, 2020. Here are the interview results as follows.
4.2.1 Results of Interview with Students
With the semi-structure questions, 6 students who are considered to be demotivated share their feelings and opinions on their English learning demotivation.
Firstly, some students like English at the very beginning, and become demotivated when they find it difficult in learning English. From the results of the interviews, it shows that some students like English in terms of external motivation which is not steady for their English learning. Therefore, they are easily demotivated. One female student mentioned in the interview:
I like English, especially like listening to English songs. It is a great deed to be able to sing English songs. But I don’t like to learn English grammar, because it is very difficult and boring. I want to improve my English scores in the exam so that I can go to a better university.
While another male student said:
I like English because of my English teacher. She is good at English, young and beautiful. I like to have her English class. I want to be as excellent as my English teacher. When I meet into the grammar and discourse of English, I feel confused.
Chapter Five Conclusion and Implications
5.1 Major Findings
This study aims to investigate the current situation of senior middle school students’ English learning demotivation in T City. Through the questionnaire with good reliability and validity and interviews, all the research questions have been answered fully. The findings of the study can be summarized as follows:
First of all, according to the results of the questionnaire and interview, it can be concluded that the English learning demotivation is at a medium level. Demotivation really exists in senior middle schools of T City and it has a developing tendency among students. The senior middle school students in T City have been demotivated more or less. Though the students are not seriously demotivated, demotivation cannot be neglected in English learning. Both teachers and students should be aware of the negative effect of demotivation and try to decline the demotivation in English learning.
Secondly, this research also tries to investigate the differences of English learning demotivation between senior one and two students, between male and female students. Through the analysis with Independent Sample T-test, it is found that there is no significant difference between senior one and two students. Both of the two grade students are demotivated to a certain degree. However, there is significant difference between male and female students. Male students are more demotivated than the females.
Thirdly, the research aims to explore some main factors that cause English learning demotivation of senior middle school students in T City. In this study, the demotivation factors can be categorized into four dimensions: learners-related factors, teachers-related factors, society-related factors and environment-related factors, trying to find out the main factors that cause the students’ demotivation in T City. After investigation and analysis, learners-related factors take a relatively large proportion in students’ English learning demotivation attribution. Most of the students attribute the demotivation to the internal factors of their learning difficulties and lack of learning strategies. Few students attribute their demotivation to their teachers in this research. Although the students consider teacher-related factors as the least influential causes, it does not mean that teachers take no responsibility on students’ English learning demotivation.