high-school-students-motivation-for-learning-english-高中生英语学习动机的调查研究大学论文

TheResearchintoHighSchoolStudents’MotivationforLearningEnglish高中生英语学习动机的调查研究学生姓名：学号：2009030402系部：外语系指导教师：运城学院2013年5月 ContentsAbstract .IntroductionWiththedevelopmentofthescienceandtechnology,thecooperationandcommunicationbetweenChinaandothercountriesarebecomingmoreandmorefrequent.Asaninternationallanguage,EnglishiswidelyusedandcommonlytaughtasaforeignlanguageinChina.ButitisnoteasyforpeopletolearnEnglish,whichisawell-developedandcomplicatedlanguage.Englishlearningisinfluencedbymanyfactors,suchaslearner’sownfactorsandlearningenvironment.Amongthesefactors,motivationcoulddevotealottolearner’ssuccessorfailureinEnglishlearningmotivation.Itisaburdensometasktodoresearchonmotivation,becausemotivationisdynamicinnature,whichvariesfromonemomenttonextdependingonthelearningtaskorcontext.Theauthoronlyinvestigatedonthreeaspects:themaintrendoftheEnglishlearningmotivationofallstudents;thedifferenceinmotivationamongtop,middleandbottomstudents;thedifferenceinmotivationbetweenboyandgirlstudents.Theauthorhopedthatthestudycouldmakealotofcontributiontostudents’learningandteachers’teachinginLinyiMiddleSchool.Motivation,oneoftheimportantfactorsinEnglishlearning,influencesthestudents’learningeffectsgreatly.Ifteacherscannotcompletelyunderstandtheirstudents’learningmotivation,theymighttakethesamewaystodealwithdifferentsituations.Therefore,thelearningandteachingeffectsmightbeunsatisfactory.Theauthorinvestigatedthetypesofstudents’Englishlearningmotivationandanalyzedtherelationshipbetweenthetypesofmotivationandtheexamgradesandthegender.TheauthorcollectedsomeimportantdataandtriedtoprovidetheteachersandstudentsofLinyiMiddleSchoolwithsomevaluableinformationonEnglishlearningmotivation.Consequently,teacherscanhelpstudentsbuildupaproperlearningmotivationduringtheirteaching,andfinallygettheachievementofpromotinglearningandteachingeffects.2.TheoreticalBackground2.1DefinitionofMotivationInModernChineseDictionary,theexplanationofmotivationis:someideastoimpelhumantobeengagedincertainaction.IntheAmericanHeritageDictionary,theexplanationis(1)theactorprocessofmotivating;(2)somethingthatmotivates.WhileinthePracticeofEnglishLanguageTeaching,theexplanationis:Motivationissomekindofinternaldrivethatencouragessomebodytopursueacourseofaction.Fromtheaboveexplanation,motivationisactuallyapower,whichcanproducesomekindsoffeeling,impelandmaintainsomebehaviorandcausethisbehaviortoadvanceasapsychologicaltendency.Sowecanconcludethatmotivationisanintrinsicthingandalsocanbestimulatedandfostered.Fromvariedaspects,differentpeoplehavedifferentopinionsonthedefinitionofmotivation.Motivationhasbeendefinedasthelearner'sorientationwithregardtothegoaloflearningasecondlanguage(Crookes&Schmidt,1991).Gardner&Lambert(1999)firstrevealedtheimportantroleofmotivationinoveralllearningprocess.Itisthestartingpointforallkindsoflearningwherelearnersinitiallythinkaboutapproachingthetargetsubject.Motivationisalsoaseriesofchangingcognitivedevelopments,fromformingattitudesoftargetsubjecttokindsofstimulatedbehaviors,bothpsychologicalandoperational.Motivationnotonlydetermineswhetherastudentwillstartwell,butalsorunsthroughthewholelearningprocess."Learningrequirestheinterplayoffouressentialcomponents:motivation(wantingaspect),perception(noticingaspect),responding(doingaspect),andreinforcement(receivingaspect).Ifanycomponentisneglected,learningwillnottakeplace"(Gardner&Lambert,1999:68).WenQiufang(2001)saidEnglishmotivationcanbesimplyexplainedtothereasonsandpurposesofEnglishlearning."Effortwhichlearnersputintolearningasecondlanguageasaresultoftheirneedordesiretolearnitismotivation",saidEllis(1990:515).Generallyspeaking,fromdifferentaspectsmotivationhasdifferentdefinitions.Butmostofuswillacknowledgethattherearethreemajorcomponentsofmotivation:goal,effortandsustenance.Thoughmanyscholarsstudymotivation,therehasbeennogeneralagreementondefinitionsofmotivation.ThemostwidelyaccepteddefinitionofmotivationinsecondlanguageacquisitionisofferedbyGardner(1985)whodefinesmotivationas"thecombinationofeffortplusdesiretoachievethegoaloflearningthelanguageplusfavorableattitudetowardlearningthelanguage".Itmeansthatstudents'motivationnaturallyhastodowiththeirdesiretoparticipateinlearning.Dornyei(1998:57)definesmotivationasa"processwherebyacertainamountofinstigationforcearises,initiatesaction,andpersistsaslongasnootherforcecomesintoplaytoweakenitandtherebyterminateactionoruntiltheplannedoutcomehasbeenreached".Fromtheabove-mentioneddefinitions,theauthor'sunderstandingofdefinitionofmotivationisthatmotivationisaninternalpowerinfluencedbyinternalorientations,personaldesire，andanexternalpoweraffectedbyutilitarianpurposes.2.2ClassificationofMotivationLotsofresearchersandscholarshavedividedmotivationintoseveraltypesfromdifferentangles.2.2.1IntegrativeMotivationandInstrumentalMotivationL2languagelearningmotivationresearchwasstartedbyGardnerandLambertinCanadain1950s.GardneranalyzesL2learningmotivationfromtheangleofsocial-cognitive.HethinksthatL2learningmotivationshouldincludefouraspects:agoal,effortfulbehavior,adesiretoattainthegoalandattitude.GardnerandLambertcreatethe"social-educationalmodel",andmakethewell-knowndistinctionbetweenintegrativeandinstrumentalorientationsinmotivation.Integrativemotivationmeansthatlearnershavepositiveattitudetowardsthetargetlanguagegroupanddesiretointegrateintoit,andtheyareinterestedincultureofthetargetlanguage.Instrumentalmotivationmeanslearningthelanguageforthepotentialpragmaticgainsoftargetlanguageproficiency,suchaspassinganexamorgettingabetterjoborahighersalary.2.2.2InternalMotivationandExternalMotivationOnthebasisoftheabovemotivationtheoriesandclassificationofmotivation,anewclassificationofmotivationisshowedinthefieldofmotivationresearch,whichdividesmotivationintointernalmotivationandexternalmotivationaccordingtothesourceofmotivation.First,itisnecessarytostudysubtypesofthesetwomotivationsindetail.SubtypesofInternalMotivationInternalmotivationcomesfromtheinsideofanindividual.Thatis,apersonmightbemotivatedbyinterestinalanguageorlearningalanguage,senseofachievement,responsibility,opportunityforadvanceandattribution.1)InterestInterestmeansonepersonhasinternalloveandcuriosityofthetargetlanguage,thetarget-languagecultureanditspeople.Itnotonlymeansjustinterestinthetargetlanguageitselfandtheculturebutalsomeansinterestintheprocessoflearning.AlbertEinsteinsaysthat:"Interestisthebestteacher".AndinterestplaysaquiteimportantroleintheprocessoflearningEnglish.Learnerswithhighmotivationtendtobemoresuccessfulinlearning.Highschoolstudentsarefullofnaturalcuriosity,ifteacherscanarousestudents'naturalcuriosity,studentsmaygaingoodresults.Gardner&Lambert(1999)thinkthatthesourceofmotivationcanbefrominterestwhichwillthenfuelthedesiretolearnandcontinuetoinfluencethelearner’sconsciousdecisiontoactandtheeffortthattheywillputintolearning.2)SenseofAchievementSenseofachievementmeansthefactthatlearnersgetsatisfactionandasenseofsuccessandbecomeconfidentintheirabilityintheprocessoflearningEnglish.3)ResponsibilityResponsibilityreferstothefactthatlearnersfeelthattheyshouldstudythelanguagewellfortheirparentsorthesociety,becausetheythinkitistheirduty.4)OpportunityforAdvanceOpportunityforadvancereferstostudents’desiretogetanopportunitytoacceptfurthereducationandtocontinuetolearn,suchasachanceofgoingintocollegeandsoon.5)AttributionAttributionreferstothatpeoplemaketheirperceivedsuccessorfailureduetosomereason.Theperceptionofevent,insteadoftheeventitself,influencespeople’sbehavior.Whenaskedtoexplainsomethingorsomeone’sbehavior,peoplewillgivesomereasonsonindividual(internal),orontheenvironment(external).SubtypesofExternalMotivationExternalmotivationiscausedbythemotivatingforcefromoutsideofthelearner,andtheseexternalfactorsmainlyrefertoreward/punishment,utilityvalue,theinfluenceofimportantpeopleandtaskmotivation.1)Reward/PunishmentRewardiswhatlearnersgetwhentheymakeprogressintheprocessoflearning,suchasprizes,goodevaluation,money,orsomethingtheywant.Punishmentistheactthatbeconductedwhenlearnerfailtodosomethingproper,suchasfailingtodohomework,ordisobeyingthedisciplineoftheclassroom,andsoon.2)UtilityvalueUtilityvaluemeansthefactthatlearnerstrytheirbesttolearnlanguagefortheirpragmaticpurposes,suchaspassingexaminations,orgettingajob,andsoon.3)TheinfluenceofimportantpeopleTheinfluenceofimportantpeoplereferstothatlearners’motivationisoftenaffectedbytheirsurroundingpersons,suchasfriends,parents,teachersorclassmates.4)TaskmotivationLearningtasksandmotivationdeterminethestudentshowtolearn.Taskmotivationreferstothemotivationwhenaccomplishingaparticulartask,changingwithdifferenttasks.2.3Gardner'sandDornyei'sMotivationTheoryBecauseofthecomplicacyandmultifacetednatureofthemotivation,therehavebeenalotoftheoriesaboutit.Amongthedifferenttheories,themostinfluentialonesareGardner'smotivationtheoryandDornyei'sthree-levelcategorization.2.3.1Gardner'sSocial-educationalModelGardnerandLambertcreatesocial-educationalmodelwhichisoneofthemostinfluentialmodelsinEnglishlanguagelearning.Inthismodel,Gardneridentifiesmanyfactorsthatareinterrelatedwhenalearnerlearnsasecondlanguage.It"centersonfourclassesofvariables:thesocialmilieu,individualdifferences,languageacquisitioncontextsandoutcomes"(Gardner,1985:205).Thesocialmilieureferstotheenvironmentinwhichlearnersaresituated.Individualdifferencesincludethevariablesoflanguageaptitude,motivation,intelligenceandsituationalanxiety.Therearetwosettingsorcontextsinwhichlearningtakesplace,thatis,formalinstructionintheclassroomandunstructuredlanguageacquisitioninnaturalsetting.Linguisticoutcomesrefertolanguageskillsandactuallanguageknowledge.2.3.2Dornyei'sThree-levelCategorizationThoughGardner'ssocial-educationalmodelisinfluential,researchersoflearningmotivationhavequestionedGardner'stheoryonmotivationbecauseofitsinsufficientemphasisonschoolandclassroomsituationsince1980s.Thereforetheyneedamorepragmatic,education-centeredapproachtomotivationresearches,whichwouldbeinaccordancewiththeperceptionsofpracticingteachersandwhichwouldalsobeinlinewiththecurrentresultsofmainstreameducationalpsychologicalresearch.Duringthe1990s,Dornyei'sthree-levelcategorizationbecomesinfluential.Dornyei'stheoryistypicallyforforeignlanguage.Dornyeiattemptstomakesenseofthedifferentcomponentsinvolvedinsecondlanguagemotivationbyproposedthethree-levelcategorization.Thethreelevelsarelanguagelevel,learnerlevelandlearningsituationlevel(Dornyei,2005:187).Inthismodel,thelanguagelevelcontainsvariousorientationsandmotivesrelatedtoaspectsofthesecondlanguage,suchasthecultureandthecommunity,andtheusefulnessofthelanguage.Thiswillmakeinfluenceonthegoalsthatlearnerssetandchoicestheymake.Thelearnerlevelinvolvesindividualcharacteristicsthatthelearnerbringstothelearningtask.Keyfeaturesofthislevelareneedforachievementandself-confidence.Finally,thesituationlevelincludescomponentsrelatedtothecourse,theteacherandthegroupdynamics.3.TheSurvey3.1SubjectsTheparticipantsoftheresearchare100studentsofLinyiMiddleSchoolinLinyi,Yuncheng.Bythetimethestudywasconducted,allofthemhavelearnedEnglishforatleastsevenyears,fouryearsatprimaryschoolandthreeyearsatjuniorschool.Therefore,mostofthemhavetheirownspecialEnglishlearningmotivation.3.2InstrumentsWithinthescopeofresearchinstruments,therearemainlytwoaspects:interviewonstudents’EnglishscoreandquestionnaireonEnglishlearningmotivation.3.2.1InterviewTheinterviewisausefultechniqueforcollectingdata,whichiscomplementarytothequestionnaire.ThedataforthissectioniscollectedfromtwoEnglishteachersinLinyiMiddleSchool.Theauthorcollectsthestudents’Englishachievementtablesandanalysesthestudents’achievement.Throughthisprocess,theauthorwillknowwhichoneistopstudent,whichoneismiddlestudentandwhichoneisbottomstudent.3.2.2QuestionnaireThequestionnaireisonthebasisofJiangYanfu’s(2005)questionnaireandpartofWilliamsandBurden’squestionnaire.Thisquestionnaireincludesforty-onequestionswhicharethepossiblefactorsofEnglishlearningmotivation.Anditcanbedividedintosevenparts.Table1TopicDistributionSubtypesofMotivationTopicDistributionTheinfluenceofimportantpeople1-13Taskmotivation14-18Interest19-24Utilityvalue25-34Praiseorpunishment35-37Thesenseofachievement38-40Attribution41Thedataforthissectioniscollectedfor100GradeTwostudentsinLinyiMiddleSchool.Andthequestionnaireswerecollectedimmediatelyafterthestudentsfinishedthem.Someproblemswereexplainedaheadoftimebytheauthorincaseofstudents’misunderstanding.3.3SurveyQuestionsInthefieldofsecondlanguageacquisition,motivationhasbeenconsideredtobeoneofthemainfactorsindetermininglearningoutcomes.Motivationconcernsthedirectionandmagnitudeofhumanbehavior.Englishlearningmotivationnotonlyincludeschoosinglanguagelearning,butalsoinvolvessustainingeffortsandpersistence.Theresearchofthispaperisaimedatstudyingthemotivationofhighschoolstudentsandwewillanswerthefollowingquestions:whatisthemaintrendoftheEnglishlearningmotivationofallstudents;whatisthedifferenceinmotivationamongtop,middleandbottomstudents?Andwhatarethestrategies;whatisthedifferenceinmotivationbetweenboyandgirlstudents?Andwhatarethestrategies.4.ResultsandDiscussionTable2TheResultsoftheQuestionnaire题号选项A选项B题号选项A选项B165%35%2263%37%254%46%2366%34%347%53%2456%44%466%34%2578%22%557%43%2683%17%649%51%2773%27%762%38%2872%28%864%36%2985%15%958%42%3067%33%1049%51%3176%24%1157%43%3273%27%1263%37%3379%21%1355%45%3475%25%1450%50%3548%52%1552%48%3651%49%1648%52%3747%53%1751%49%3856%44%1853%47%3950%40%1962%38%4053%47%2067%33%4174%26%2159%41%Fromtable5,wecanfirstknowthatutilityvalueisthemaintrend,whichcanbeseenfromthe25thtothe34thquestions.Then,attributionrangesthenextand74%ofstudentschoose“Yes”.Interesttakesupthethirdplace.Thesefourquestionscanembodythispointfromthe19thtothe24thquestions.Meanwhile,thenextistheinfluenceofimportantpeople,whichaccountsforabout57.4%.Afterthispointcomesthesenseofachievementfromthe38thtothe40thquestions,whichmakesup53%.Thetaskmotivationtakesupthesixthpositionfromthe14thtothe18thquestions.Althoughpraiseandpunishmentrangesthelast,itshowsinfluencetosomeextent.Byanalyzingthedatacollectedfromthequestionnaireandtheinterview,thischapterfirstdiscussesthemaintrendoftheEnglishlearningmotivationofallstudents.Andthen,thedifferenceinmotivationamongtop,middleandbottomstudentswillbediscussed,andsomespecificstrategiesareexplored.Finally,theauthorwilldiscussthedifferenceinmotivationbetweenboyandgirlstudents.4.1TheMainTrendinallStudents’EnglishLearningMotivationThemainstreammotivationofthecurrentstudentisutilityvalue,attribution,interest,theinfluenceoftheimportant,thesenseofachievement,taskmotivation,praiseandpunishmentinturn.Theinstrumentalmotivationwhosepurposeisutilityvalueisinthefirstplace.SuDingfang(1996:37)said:“Inourcountry,perhapsmostlearners’motivationisinstrumental,exceptasmallnumberofstudentshasacomprehensivemotivationduetotheirspecialfamilybackgroundorinterest”.Attributionisinthesecondplace,whilepraiseandpunishmentisinthelast.Thismaybeassociatedwiththegeneralcharacteristicsdevelopmentofhighschoolstudents.Becausetheself-consciousnessandthinkingcapabilitydevelopmentofhighschoolstudentsismature,thecharacterdevelopmentreachesarelativelymaturelevelaccordingly.Sotheycancarryonthecorrectattributionfortheirownlearning,andtheydon’tvalueteachers’praiseandpunishmentorrelyonparents’pressure.Theycanrealizethatlearningistheirownbusiness.Thethirdplaceisinterest.Wecanknowinterestisoneoftheimportantfactorsinfluencingstudentslearning.Mostofthestudentsarefullofcuriositytodifferentlanguage,cultureandnewexpressiveway,andtheyhopetohavetheabilitytograspallkindsoflanguageknowledge.Soinsecondlanguageteaching,improvingthestudents’interestisextremelynecessaryandentirelypossible.Theinfluenceoftheimportantisinthefourthplace.Thisshowsthatteachersshouldsetagoodexample,createarelaxed,comfortablelanguagelearningenvironment,andexplaintheimportanceoflearningtaskswithprofoundknowledge.Andinthefifthandsixthplacerespectivelyarethesenseofachievementandtaskmotivation,whicharetwokindsofhighlyunstablemotivation.SuDingfang(1996)said:“DuetothespecialsysteminChina,inteachingclassroomstudentslearningtaskmotivationaswellasthelearningmotivation,whichisthetransformationofsuccess,havemorefunctionandmeaningtoforeignlanguageteaching”.Therefore,highschoolforeignlanguagecontentshouldbeclosetothelife.Notonlylanguagepracticeshouldbevivid,humorous,challenging,butalsostudents’progressshouldcauseourattention,whichmakethemproducethesenseofachievement.4.2TheDifferencesofMotivationamongTop,MiddleandBottomStudentsWemightthinkthatthehighergrades,thestrongerthemotivationintensity,namely,thedifferenceinmotivationoftop,middle,bottomstudentsisdecreasedtrend.Buttheresultisnotatall.Table3ThePercentageofTop,MiddleandBottomStudentsSubtypesofmotivationTopstudentsmiddlebottomTheinfluenceofimportantpeople62%78%54%Utilityvalue76%53%66%Taskmotivation82%74%59%Thesenseofachievement79%68%62%Praiseorpunishment45%58%67%attribution76%49%61%interest67%49%52%4.2.1TheAnalysisoftheDifferencesInthepartoftheinfluenceoftheimportant,middlestudentsaremostinfluencedbyothers,followedbytopandbottomstudents.Middlestudentscausingteachers’attentionmaybeassociatedwithschool’seducationrewardsandpunishmentsystemtoteachers.Gradesoftopstudentsarestableandteachersgenerallyworryaboutthemalittle.Theyfeelteachers’attentiontothemforgranted.Inordertoprovethemselves,teacherspromotethemiddlestudentsvigorouslyandpayattentiontothem,talktothem.Gradually,middlestudentsthinkthatteachers’encouragementisveryimportantandputitaspartoftheirEnglishlearningmotivation.Aslongasthebottomstudentsdonotviolateprinciples,teacherscanturnablindeyetothem.Thus,theyappearveryindifferenttolosingtheteachers’feeling.Inthepartofutilityvalue,thetop,bottomandmiddlestudentsareinturn.Thisshowsthatthecurrenthighschoolstudentslearningmotivationcloselyrelatestothesocialneedsandasociallearningmotivationenrichanddevelopcontinuously.AtpresentChinaisgraduallyintotheglobaleconomy.PeoplewhoseEnglishlevelishigh,hasanadvantageinthefiercecompetitionforjobs(JiangYanfu,2005).Inthepartoftaskmotivationandthesenseofachievement,themotivationsofthetop,middleandbottomstudentstakeonatrendofdecline.Thisshowsthatmotivationisthemainfactorinfluencingthesecondlanguageorforeignlanguagelearningandhigherscoresresultinhighmotivation.Brunersaid:“Thebestmotivationisthatstudentshasakindofintrinsicinterestinlearnedmaterialandhashappinessandself-confidenceinlearninganddiscovery,whichleadstohightaskmotivationandasenseofachievement”.Thebottomstudentstendtorewardandavoidpunishment,whichishigherthanmiddleandtopstudents.Thisillustratesthatthescoresofthemiddleandtopstudentsarestableandtheyarealittleaccustomedtotheteachers’praiseandencouragement.Andencouragementintheformofreward,suchaspraise,encouragement,acceptanceandimmediatefeedbackofsatisfactorylearningresults,canstimulatethebottomstudentcorrectEnglishlearningmotivation.Thetrendofattributionis:thetop>thebottom>themiddle.Thisshowsthattop,bottomandmiddlestudentsmakearightattributionabouttheiracademicrecord,butintermsofeffortandlearningstrategytherearesomedifferences.Thetopstudentscanmakethecorrectattributionandtheirgradesduetotheirownlearningtalentandhardwork,whichistoourexpectation.Butthebottomstudents’attributionpercentageisgreaterthanthemiddlestudentsandtheyattributetheirgradestotheefforts,despitethebottomstudentsdonotworkharderthanthemiddlestudentsinactuallearning,whichreflectsthebottominconceptandlearningbehaviorisinconsistent.Duetothesuccessofpastexperience,themiddlestudentsaremorelikelytothinkthattheyhavetalentoflearningEnglish,loveEnglish,arewillingtospendmoretimeinlearningEnglish.Sotheydonotthinktheystudyhardandtheythinkthatthereisnonecessarylinkbetweenaccomplishmentandhardwork.4.2.2TheStrategiesofStimulatingStudents’EnglishLearningMotivationInthepartoftheinfluenceoftheimportant,themiddlestudentsaremostinfluencedbyteachers,whilethebottomstudentsaremostinfluencedbyclassmates.Thebottomstudentscancarryonthecorrectattributionfortheirownlearning,buttheycan’tputtheirattributionalconceptintopractice.IntermsofEnglishlearning,therelationshipbetweenteachersandstudentsisveryimportanttoimproveacademicperformance.Sawhney(1998)foundthatstudentswhoacceptteachers’guidancemoreinclasscanachievebettergrades.Thegoodrelationshipbetweenteachersandstudentscanstimulatemotivation.Williams&Burdenveryemphasizethekeyroleofteachers,especiallyinimprovingthelearningatmosphere,cultivatingtheself-confidence,developingthestudentindividuality,cultivatingthesenseofbelonging,usinglearningstrategiesanddevelopingthestudents’autonomouslearningability.Teachersshouldimprovetheirprofessionalqualityandmakeapositiveevaluationtothestudents’work,testscoresandclassspeaking.Praiseandpunishmentshouldbeappliedcorrectly.Themajorroleofpraiseinclassroomteachingistostrengthenstudents’correctbehaviorandtoprovidefeedbackaboutstudents’behaviorexpectations.Williams&Burden(2000:126)said:“Ahealthycompetition,beyondoneself,andtherivalrybetweentheclassmatescanstimulatethelearningmotivationintheshortterm,andenhanceclassroomlearningenthusiasm”.Therelationshipbetweenclassmatesisanimportantfactorinaffectingtheclassroomlearningatmosphere,stimulatingthelearningenthusiasmofstudentsandcultivatingthestudents’self-confidence.Therefore,studentsshouldhelpeachother,especially,helpthosestudentswhosebasicskillsarenotverygood,soastoenhancestudents’senseofbelonging.Atthesametime,studentsshouldkeepcompetitiveconsciousnessandtranscendthemselvesconstantly.Achievementpromptspeopletopursueahighertargetundertheconditionofsocietyandahigherlevelofitsobjectivesandencouragespeopletopursuesuccessandavoidfailure.Whensomeoneishitbythesetback,hewilllosetheconfidenceandhismotivationwillreduce,whichinfluencessubsequentlearning.Andsuccessfulexperiencecanincreaseself-efficacy,whichcanmakeasubjectivejudgmentonwhetheronecansuccessfullygoonacertainachievementmotivation.Studentswithpoorlearninginitiativearetoolazytothink,evenverysimplequestion.Thisisbecausetheyseldomhavesuccessfulexperience.Intheclass,teacherscanoftenleavesomesimplequestionstothestudents,encouragethemtoanswerthisquestionandletthemenjoythejoyofsuccess.4.3TheDifferencesofMotivationbetweenGirlandBoystudentsTable4ThePercentageofGirlandBoyStudentsSubtypesofmotivationBoystudentsGirlstudentsTheinfluenceofimportantpeople58%57%Utilityvalue62%83%Interest45%72%Thesenseofachievement62%79%Taskmotivation56%78%Attribution51%65%Praiseorpunishment46%47%4.3.1TheAnalysisoftheDifferencesThepercentageofeverymotivationamonggirlsisobviouslyhigherthanthatamongboys,exceptthefactthatthepercentageoftwomotivespraiseandpunishmentandtheinfluenceoftheimportantisnearbetweengirlsandboys.Boys’relianceonteachersisbiggerthanthatofgirlsinothers’influence.WethinkmostEnglishteachers