Abstract

Motivation is one of the critical factors to determine whether language learning is successful or not. It is of vital significance for instructing English teaching to understand and stimulate student's English learning motivation. In this study, I first review some previous studies on motivation. Gardne and Lambert were the first people that began to study foreign language learning motivation. Since the late 1950s, they have conducted a series of researches on the second language learning motivation and collected a lot of dates. From the perspective of psychology, they proposed the classic mode of learning. However, since the late 1980s, Gardne's theories were challenged by a lot of people. What's more, in that time, many more topics were studied in the field of foreign language motivation. The researches were not confined to the aspect of social environment and the affecting factors to language learning motivation, and more researches of learning motivation are based on schools and classroom education environments. It became a new research focus that motivation researches were combined with school education. At the beginning, Gardne regarded motivation as the factor that could affect foreign language learning and it was the mono-direction. Then I present the result of my survey. The result of the survey shows that the current rural middle-school students are clear about the importance of learning English, and they are full of confidence to learn English well. All the teachers and students spend a lot of time on English but they gain little. I own the reasons to the teachers, the learners themselves as well as the learning environments. So this article attempts to summary the factors that affect the countryside middle-school students' motivation of foreign language learning from perspectives of the teachers, the learners themselves as well as the learning environments. The article aims to tell the rural middle-school students how to raise their motivation of English learning.

Key Words:English learning, Learning motivation, Rural Middle-school students

摘要

动机是语言学习能否取得成功的关键因素。学习动机也是英语学习过程中最具有能动性的因素。它对指导老师理解和促进学生的学习有着极其重要的作用。首先，我回顾下前人关于动机的研究成果：外语学习动机研究始于Gardne和Lambert。他们自20世纪50年代末就开始对第二语言学习动机进行了一系列的研究，从社会心理学角度提出了学习动机经典模式。但从20世纪80年代末以来，Gardne等人的研究受到了挑战。这时候外语学习动机进入了一个多元的时代。动机研究不在局限于从社会环境角度以及对学习动机影响的角度着手，而更多的是基于学校和课堂教育环境下的外语学习动机研究。动机研究与学校教育相结合成为了一个研究的焦点。Gardne等人起初把动机看作是影响外语学习动机的因素，是单向性的。然后呈现我的研究结果。本课题的问卷结果表明：大多数的农村籍中学生明白英语学习的重要性，对能够学好英语充满信。而且老师学生都付出了很多来学习英语，然后成绩却很不理想。我把这一现象归因到教师，学习者自身以及学习环境三个方面，所以本文试图结合中外学者对英语学习动机研究的成果，从教师，学习者自身以及学习环境层面来归纳总结影响农村中学生外语学习的几个因素。以此来告诫农村籍中学生如何培养自己的英语学习动机。

关键词：英语学习，学习动机 农村中学生