高中英语学困生学习动机分析-学科教学·英语专业论文.docxVIP

I I PAGE PAGE VI Abstract In recent years, there has been a shift of direction and emphasis in education in China. The shift is from the test-oriented education to quality-oriented education. It emphasizes that education should face the world and the future, that is to say, education should develop from the nature of humans and society. But there are lots of students who fail in study in our country. They are often called students with learning difficulties (LDs). Learning difficulty (LD) is universally seen in primary and secondary education, which results from a variety of reasons. One of the main reasons is closely relevant to affective factors, since it is known that learning involves cognitive and affective process. Among all the affective factors, motivation is widely considered to be the main determining affective factors in developing a foreign language. The New English Curriculum Standards in Senior High School issued by the Ministry of Education in 2005 stress that senior high school students should have definite learning motivation as well as the awareness of learner autonomy, and further strengthen and sustain their learning motivation. Low achievers motivation to learn English is commonly quite poor, so the English teachers should try their best to improve the quality of teaching and foster the students learning motivation. Based on this consideration, an experiment was carried out to analyze the reasons for the occurrence of low achievers in English and look for the scientific solutions to this issue on the basis of motivation theory, and then to discuss how to transform the low achievers in English in the teaching practice. The researcher puts forward theoretical frames from different perspectives so as to find which factors influence the students’ motivation, for instance, need theory, attribution theory, self-efficacy theory and goal theory. Of the different motivational theories, students’ goal orientation, self efficacy, attribution and so on a