3。 Methodology and Design

   Based on the purpose and significance of the study in Chapter 1 and literature review in Chapter 2, the implement of the research is presented in this part。 This part will cover the research methods of the study, introducing the research questions, participants and research instruments and data collection the survey study。 文献综述

3。1 Research Questions

    This study mainly make an analysis on learner’s motivation in middle school English learning and find out the effects high motivation has on English learning。 With the help of exploring the current English learning motivation middle school students and learning features of Grade 8 students。 In this way, it can help to prove the feasibility and effectiveness of English learning motivation in middle school English learning。 

    Based on the research purposes and the literature review in this essay, two specific research questions are raised in this survey study as follows: 

(1) What are the differences between the high score student’s English learning motivation and low score 

   student’s English motivation? 

(2) What’s the learning behaviors of a student who has high motivation。

(3) What measures can be used in an English class to activate middle school students Learning motivation?         

3。2 Participants

Taking many factors into consideration, such as writer’s personal scientific research ability and the operational feasibility, case study finally are used in this research study。 The samples are from Greentown Yuhua Middle School where writer had stayed for totally 3 months in teaching practicum。 Writer spent her internship here and through her observation, 2 students from Class 10 was administered to this research。 These two students have different behaviors in their usual English study, and they also have distinctive results (grades) in English learning。 So that they can be more representative of common Chinese middle school English learners。 Here are some basic information of two participants:

Participant 1: Student A is an English class representative of Class 10 and often gets good grades in 

                exams。 

Participant 2: Student B has worse performances than student A in English learning and often gets bad 

                grades。 

3。3 Research Instruments

In order to get more accurate results, different instruments are used in this study。 Research instruments are as follows: 

3。3。1 Questionnaire

One questionnaire was employed for the two students。 This questionnaire was mainly based on the questionnaire made by Liu Fengge (2013: 167-169) and also on some other questionnaires including Wen Qiufang (1996: 212-216) and Yang Xueqin (2006:7)。 Some other items were written according to the reviewed literature or on my own personal experience。 All the items originally written in English were all translated into Chinese before being administered among participants。 The translation has been checked by my professor。来*自~优|尔^论:文+网www.chuibin.com +QQ752018766*

First of all, instrument (questionnaire in this study) was developed by author。 The first drafts of questionnaire was written mainly based on the literature reviewed before and the established questionnaires of other scholars。 However, Middle school English learners’ learning motivation is a complicate polytope。 Considering this character, the author believe that the multi-aspects method will be more appropriate to this study。 Therefore, when designing the questionnaire, author didn’t use Gardner’s integrative and instrumental motivations。 In contrast, other variety of psychological motivation theories (Intrinsic and Extrinsic motivation, Attribution theory, Goal-setting theory, expectancy-value theory) are used in this questionnaire。 According to these four theories, six motivation variable (intrinsic motivation, extrinsic motivation, attribution, expectancy-value) were designed in this questionnaire。 Then the first drafts was revised after I send it to my supervisor and discussed with her。 Eventually, the final draft was confirmed after some students were interviewed and after analyzing some results through their questionnaires。 Then the final questionnaires were sent to the two classes (class 3 and class 10) from Greentown Yuhua middle school。 The questionnaire was finished within three days in November, 2015。 First of all, verify the reliability of the classification of the variables in the questionnaire through internal consistency analysis。 In table 1, it can be seen that, seven variables all have high Alpha data。 This indicates that each item of category has strong internal consistency and was conformed to the requirements of the statistics。 Therefore, it can be used for further analysis。 After data were collected, they were analyzed by SPSS and Excel。 The results will be presented and analyzed in the following two chapters。