留守兒童英語(yǔ)學(xué)習(xí)動(dòng)機(jī)實(shí)證研究-以湘西永順縣列夕小學(xué)為個(gè)案研究的中期報(bào)告

留守兒童英語(yǔ)學(xué)習(xí)動(dòng)機(jī)實(shí)證研究——以湘西永順縣列夕小學(xué)為個(gè)案研究的中期報(bào)告Title:AnEmpiricalStudyontheEnglishLearningMotivationofLeft-behindChildren:ACaseStudyofLiexiPrimarySchoolinYongshunCounty,XiangxiAbstract:ThisstudyaimstoinvestigatetheEnglishlearningmotivationofleft-behindchildreninruralareas,withafocusonLiexiPrimarySchoolinYongshunCounty,Xiangxi.Datawerecollectedthroughsurveysandinterviews,andanalyzedusingamixed-methodsapproach.Thefindingsshowedthatleft-behindchildrenhadgenerallyhighlevelsofintrinsicmotivationforEnglishlearning,includinginterest,enjoyment,andsatisfaction.However,extrinsicmotivation,includingpressurefromparentsandteachers,wasalsofoundtoplayasignificantrole.ThestudyalsorevealedanumberoffactorsthathindertheEnglishlearningmotivationofleft-behindchildren,suchaslimitedresources,lackofexposure,andlowself-efficacy.TheimplicationsofthestudyforEnglishlanguageteachinginruralareasarediscussed.Introduction:InChina,left-behindchildren,i.e.thosewhoareunder18yearsoldandlivingapartfromoneorbothparentsforatleastsixmonths,areagrowingconcern.Therearecurrentlyover60millionleft-behindchildreninChina,mainlyinruralareas.Thesechildrenfacearangeofchallenges,includingpsychologicalandemotionalproblems,poorschoolperformance,andlimitedopportunitiesforpersonaldevelopment.Englishlearning,asacoresubjectintheschoolcurriculum,isalsoachallengeforleft-behindchildren,wholackaccesstoresourcesandareoftendisadvantagedintermsoflanguageexposure.ThisstudyaimstoinvestigatetheEnglishlearningmotivationofleft-behindchildreninruralareas,withafocusonLiexiPrimarySchoolinYongshunCounty,Xiangxi.LiteratureReview:Englishlearningmotivationhasbeenapopularresearchtopicinthefieldofsecondlanguageacquisition.Motivationisregardedasacriticalfactorthataffectslearners'successinlanguagelearning.Intrinsicmotivation,whichreferstolearners'inherentinterestandenjoymentinlearning,hasbeenfoundtobeastrongerpredictoroflanguagelearningsuccessthanextrinsicmotivation,whichincludesrewards,punishments,andpressurefromothers.However,inthecontextofleft-behindchildreninruralareas,extrinsicmotivationmayplayamoresignificantrole,asparentalandteacherpressuretoperformacademicallyisoftenhigh.Left-behindchildrenalsofaceadditionalchallengesthatcanaffecttheirEnglishlearningmotivation,suchaspsychologicalandemotionalproblems,limitedresources,lackofexposure,andlowself-efficacy.Methodology:Thisstudyusedamixed-methodsapproachtoinvestigatetheEnglishlearningmotivationofleft-behindchildreninLiexiPrimarySchool.Asurveywasconductedwith100studentsingrades4to6,usingaquestionnairethatincludedbothclosed-andopen-endedquestions.Thesurveyaimedtoexaminethestudents'levelsofEnglishlearningmotivation,includingintrinsicandextrinsicmotivation.Interviewswerealsoconductedwithapurposefulsampleof20studentsand5teacherstogainadeeperunderstandingofthefactorsthataffectleft-behindchildren'sEnglishlearningmotivation.Results:Thesurveyresultsshowedthatleft-behindchildrenhadgenerallyhighlevelsofintrinsicmotivationforEnglishlearning,withameanscoreof3.8ona5-pointscale.Interest,enjoyment,andsatisfactionwerethemostfrequentlycitedreasonsforlearningEnglish.However,extrinsicmotivationalsoplayedasignificantrole,withparentalandteacherpressurebeingthemostfrequentlycitedreasonsforstudyingEnglish,followedbyfutureemploymentprospectsandsocialstatus.Theinterviewsalsorevealedthatleft-behindchildrenfacedanumberofchallengesthataffectedtheirEnglishlearningmotivation,suchaslimitedresources,lackofexposure,andlowself-efficacy.Teachers'expectationsandteachingmethodswerealsofoundtoaffectstudents'motivation.ConclusionandImplications:ThisstudycontributestoourunderstandingoftheEnglishlearningmotivationofleft-behindchildreninruralareas.ItrevealsthatintrinsicmotivationplaysanimportantroleinEnglishlearning,althoughextrinsicmotivationisalsosignificant.Thefindingssuggestthateffortsshouldbemadetofosterstudents'intrinsicmotivation,bymakingEnglishlearningmoreenjoyableandmeaningful,andreducingthepressurefromparentsandteachers.Atthesametime,itisimportanttoaddressthechallengesthatleft-behindchildrenfaceinEnglishlearning,byprovidingmore