上海论文网提供MBA论文选题服务,专业提供硕士毕业论文服务。
导航 当前位置: 上海论文网>英语论文正文
高中生英语学习动机减退调查思考——以T市三所高中为例
  • 论文价格:150
  • 用途: 硕士毕业论文 Master Thesis
  • 编辑:vicky
  • 点击次数:1次
  • 论文字数:46966
  • 论文编号:el2021111409535025686
  • 日期:2021-11-14
  • 来源:上海论文网

英语论文哪里有?本研究的结果可以总结如下:首先,根据问卷调查和访谈的结果,可以得出英语学习动机处于中等水平的结论。T市高中确实存在着学生的消极情绪,并且在学生中有一定的发展趋势。T市高中生的学习积极性或多或少都有所下降。尽管学生的积极性没有严重下降,但在英语学习中,积极性下降是不可忽视的。教师和学生都应该意识到英语学习中去积极性的负面影响,努力减少英语学习中的去积极性。


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

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

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. 

reference(omitted)