Abstract Motivation is considered as one of the critical factors influencing students’ English learning. The new English curriculum standards also emphasizes that teachers should inspire and strengthen students’ interest in learning, guide students to transform interest into stable leaning motivation and regards learning motivation as one of the emotional goals of English teaching. 

Nevertheless, at present, a majority of students in junior middle school take entering senior high school as their main learning aim without strong internal motivation. It is a common problem faced by most of the teachers that how to use effective teaching strategies to stimulate students’ English learning motivation. Therefore, researcher considers it as the purpose of this study. 

This research tries to find the types of motivations of students in the second year of junior middle schools, find the relationship between motivation types, learning condition and learning effectiveness, tend to give tentative suggestions to students in junior middle school especially the ones in the second years. Through theoretical support and experiment, the researcher draws following conclusions: (1) Learning motivation has a positive correlation with the time length students spend on learning English. (2) Students who are in different English level show significant differences in grades, interest motivation and learning styles. (3) Students have strong motivation of information medium and interests, they have weak motivation of study abroad and achievement motivation. 50427

According to the results, researcher gives some tentative suggestions to junior school teaching and studying. 

Key words: English-learning motivation; Junior Middle School Students; English teaching 

初中生英语学习动机调查——以瑞安玉海实验中学为例

摘要动机被认定为影响学生英语学习的重要因素之一，新课程标准更是将学习动机作为学习的情感态度目标之一，着重强调了教师激发学生学习兴趣的重要性，引导学生将兴趣转化为稳定的学习动机。

在过去的几十年，国内外学者已经在外语学习动机方面做了很多研究, 我国在这方面的研究开始得相对较晚，并且其研究对象多为大学生，而小学和初中等基础教育阶段学生的英语学习动机受到的关注较少。当前，大部分的中学生都只是将升学作为主要的学习目标，如何激发学生的学习动机成为了英语老师所要面临的重大难题。

本调查以浙江省瑞安市玉海实验中学初二年级126名学生作为调查对象，通过问卷调查和访谈等方法研究初中生的英语学习动机，并对比分析了课外学习英语所用时间、学习方式和成绩高低与英语学习动机及其归因的异向。研究发现（1）学生课余学习时长与学习动机呈正相关。（2）不同英语水平的学生的成就动机、兴趣动机以及学习方式上存在显著差异；（3）英语学习动机中学生的信息媒介动机、兴趣动机高，出国动机、成绩动机低。

最后，本文作者根据调查结果对八年级学生的学习和教师的教学提出了一些尝试性的建议，（1）教师可以鼓励学生参与课外培训班，但以培养兴趣为主；（2）学校提供英语交流机会，增强英语学习动机，邀请“外教”进校园，增加游学互访，创设英语学习氛围；（3）学生作为学习的主体，应该增强自己内在兴趣动机，促进长久英语学习。

毕业论文关键词:英语学习动机；初中生；英语教学

 Content

1. Introduction 1

1.1