朱夢萱

【Abstract】Learning motivation plays an important role in students English learning process. This thesis first introduces the definition and classification of motivation and then puts forward some measures and strategies that can foster and motivate junior middle school students learning motivation.

【Key words】English learning motivation； junior middle school students； measures and strategies

I. Introduction

It is universally acknowledged that English is a language widely used in the world. However， low attitude in English learning still frustrates some children according to their tough grades. Therefore， motivation which can actively drive students in English learning， plays a very important role. In this paper， the author would like to discuss English learning motivation and the ways to stimulate students motivation.

II. Definition of motivation

In order to study English learning motivation， it is necessary to understand different concepts of learning motivation in the first place. “Motivation involves the processes that energize， direct， and sustain behavior. That is， motivated behavior is behavior that is energized， directed and sustained” （John W.S.， 2005：414）.

“Motivation is generally regarded as a kind of inherent power， a kind of emotion and a kind of desire to get people to take action”（Wang Churning， 1997：95）.

III. Classification of motivation

1. Intrinsic motivation and extrinsic motivation

Intrinsic motivation refers to the motivation aroused by the learners interest， curiosity or want of self-achievement. Extrinsic motivation is aroused by the peripheral factors apart from the task itself， for instance， the fear of failing in the exam.

2. Integrative motivation and instrumental motivation

According to Gardner （1968）， integrative motivation reflects the desire to achieve proficiency in a new language in order to become familiar with the community or even integrate into the society in which the language is used. While， instrumental motivation is defined as the learners practical purpose in learning a second language， such as applying for a job， reading foreign materials.

IV. Suggestions on stimulating students motivation on English study

1. Introducing efficient strategies and methods of English study

Since the cognitive learning theory has been widely accepted in foreign language learning， it urgently needs teachers to help students build their own meaning construction as a consultant by offering them efficient and suitable learning strategies and methods which does great help to their scores.

2. Helping students fully understand the value of English study

Under the high pressure， many middle school students in China consider English learning as a heavy study. Therefore， it is very important for teachers to tell students what they can learn and why they need to learn English. Teachers also need to organize the classroom teaching and after-school activities well in order to improve the attraction of English learning.

3. Arousing student's interest in English

There exists a kind of phenomenon that the straight-A students perform better and better， while the poor students go to the other extreme. Students with higher motivation have a strong desire of communication and they have a high level of spirit of adventure so that they dare take more challenging tasks and get improved. Teachers should encourage students to join in various kinds of classroom and extensive study activities. It will do great help to improve students initiative.

4. Giving students feedbacks on their evaluating assessments in time

If students could receive punctual feedback about their learning process， for instance， how well students do in each test， whether students follow the right idea to solve problems， students learning motivation would increase. If the incentive is strengthened， the practice result will have great advance.

5. Helping students construct positive attribution

If students ascribe their success to internal cause such as the individuals hard efforts of study or the strong desire to get high grades， they will get experience of success and achievement. On the other side， if students ascribe failure to the external causes such as luck or the unfriendly environment， they will feel more oppressed and unconfident. Therefore， teachers should cultivate the students habits of attribution during daily teaching process.

References：

[1]王初明.應(yīng)用心理語言學(xué)-外語學(xué)習(xí)心理研究[M].長沙：湖南教育出版社，1997：95.

[2]Gardner，R.C.（1968）.Attitudes and Motivation：Their Role in Second- language Acquisition[J].TESOL Quarterly，2：141-150.

[3]John W.S.Educational Psychology[M].北京：世界圖書出版公司北京公司，2005：414.