摘 要
学习动机是影响学生学习成绩的关键因素。如何激发学习动机的研究已十分深入，研究发现学习动机激励因素不稳定会导致动机再次衰退，并且激发动机和引发负动机的因素不一致，因此仅研究维持动机的策略是不够的，针对负动机的研究也十分必要。“负动机”又称“动机缺失”或“动机衰退”，是指“减少或削弱行为动机的某些特定的外在力量”负动机现象在教育相对落后的农村地区尤为明显，例如，学生对英语学习失去兴趣，不肯投入时间和精力，以各种借口逃避英语学习等，负动机问题已引起国内外英语教育领域研究者的广泛关注, 因此对于英语学习负动机的相关研究应该不断深入。
为了了解农村高中生英语学习负动机总体水平以及进一步确定影响农村高中生英语学习负动机的因素，本文以内蒙古赤峰市敖汉旗某农村高中的学生为研究对象，并开展了调查研究。基于归因理论和强化理论笔者随机对 165 名学生分发调查问卷并对其中的 12 人进行访谈拟解决以下两个问题：
（1）农村高中生英语学习负动机总体水平及变化趋势如何？
（2）影响农村高中生英语学习负动机现状的主要因素有哪些？
通过研究发现：
（1）农村高中生英语学习负动机现象普遍存在并较为严重，整体呈现负动机逐渐增强的趋势。此外，不同年级之间，高二学生负动机最为明显。
（2）导致农村高中生负动机现状的主要影响因素有 5 种：学生相关因素、强制性学习因素、教师相关因素、课程相关因素、环境因素。通过对问卷结果分析和以往相关调查的对比，笔者发现学生们认为自身问题是导致英语学习中出现负动机的最大原因，其次为强制性学习因素；与以往调查结果相比较城市学生认为影响其学习最主要的因素是课程设置和教师相关因素，并且强制性学习因素不是城市学生负动机形成的主要影响因素；城乡负动机影响因素在学习环境相关因素上不存在差异。
根据研究结果，笔者得出以下启示：学生应该转变对英语的消极观念，合理归因，正确使用学习策略；教师应该提高自身专业技能和责任感，及时强化学生良好行为表现；课程方面应拓展教材，做好初高中课程衔接；教师可以通过创建真实课堂情境丰富课堂学习环境。
关键词 ： 英语学习负动机；影响因素；农村高中生 。
Abstract
Learning motivation is a key factor affecting students? academic record. It plays a keyrole in language learning and teaching. The related research on how to stimulate learningmotivation has been very in-depth. Based on extensive research, it has been found that newlydeveloped learning motivation may decline again because of the instability of themotivational factors, and the factors that stimulate and trigger the demotivation areinconsistent, thus it is not enough to study the strategy of maintaining motivation, so theresearch of demotivation is also very necessary. D?rnyei pointed out demotivation known as“absence of motivation” or “negative motivation”, which refers to “a reducing or weakeningof certain external forces of behavior motivation”.
Demotivation is particularly obvious inrural areas where education is relatively backward. For example, students lose interest inEnglish learning, refuse to spend time and energy, and use various excuses to avoid Englishlearning. These phenomena occur relatively common in rural senior high school students?
English learning which has attracted widespread attention from researchers in the field ofEnglish education at home and abroad. Therefore, the relevant research on English learningdemotivation should be continuously deepened.
To understand the overall level of demotivation of rural senior high school students inEnglish learning and further understand the factors that contribute English learningdemotivation of rural senior high school students, the author conducted an investigation andresearch on students from Senior high school in rural area of Inner Mongolia. Based onattribution of success and failure theory, reinforcement theory, the author hands outquestionnaires to 165 students and interviews 12 of them in order to answer the following twoquestions:
(1) What is the overall level and changing trend of students English learningdemotivation in rural senior high school?
(2) What are the major factors that affect the demotivation of rural senior high schoolstudents in English learning?
It is found that:
(1) The phenomenon of demotivation in English learning of rural senior high schoolstudents occur widespread and serious, and the overall demotivation level is graduallyincreasing. In addition, among different grades, the demotivation of second grade students isthe most obvious.
(2) There are five major contributing factors leading to the current demotivation of ruralsenior high school students: student related factors, compulsory learning factor, teacher related factors, course related factors, and environment factors. By analyzing the results ofquestionnaire and comparing them to those of former research the author founds that: studentsbelieve that their own problems are the biggest reason for the demotivation in Englishlearning, followed by compulsory learning factors; while urban city students believe that themost important factors contributing their learning are course related factor and teacher relatedfactors, and compulsory learning factors are not main factors influencing the formation ofdemotivation in urban city; there is no difference in the environment factors between urbancity and rural arear demotivation.
According to the research results, it can be drawn that students should change theirnegative perceptions of English, make reasonable attributions, and use learning strategiescorrectly; teachers should improve their professional skills and sense of responsibility, and tostrengthen students? good behavior in time; in terms of curriculum, the author suggests toexpand teaching materials, deal well with the connection of junior and senior high schoolcourses and teachers should taker to create real situations for learning English so as toimprove the classroom learning environment.
Key Words : English learningdemotivation; Contributing factors; Rural senior high schoolstudents 。
Chapter One Introduction
This chapter mainly covers four parts. The background of the study is depicted in thefirst place, and then it introduces the purposes and the significance of the research. Thestructure of the thesis is presentedat last.
1.1、 Research Background。
Learning motivation is a key factor affecting students? academic performance. Learningmotivation plays a very important role in language learning and teaching(Blommaert，2010).
Researchers Robert Gardner and Wallace Lambert divide motivations into two types,including integrated motivation and instrumental motivation. Other researchers have foundthat students? motivation for second language or foreign language learning is rarely static orunalterable. Generally, it is a dynamic evolution factor caused by various internal and externalfactors. Among them, Demotivation is the result of the reduction or weakening of external andinternal motivation factors.
Economic globalization has gradually brought China into the center of the world stage,and many countries have also begun to learn Chinese. Some people in China believe that as aChinese, you should not fawn on foreigners but learn your own culture and language, andeven some education experts have called for the withdrawal of English from the collegeentrance examination. At the same time, in the revision of the senior high school syllabusissued by the Ministry of Education, in order to further optimize the course structure, on thebasis of retaining the original learning subjects, English, Japanese, and Russian, it addsGerman, French, Spanish. English is not the only choice for the students. This has causedmany students in school to gradually lose interest in English learning, that is, the phenomenonof demotivation. These changes are constantly influencing students? English learningmotivation. Therefore, relevant research on English learning motivation should continue toadvance with the times. Researchers have found that the instability of motivational factors inlearning may cause the learners? motivation to decline again, and the factors that triggerthemotivation in positive and negative aspects are inconsistent. It is not enough to study thestrategies to maintain motivation, so the negative factors affecting learning motivation whichalso called demotivation also deserves attention.
Although English subjects play a pivotal role in the college entrance examination,English learning demotivation has long appeared in some schools, especially in rural highschools where education is relatively backward. Many students lose interest in English learning and refuse to devote time and energy, avoiding English learning with various excuses,etc. Therefore, it is very meaningful to study demotivation to change this situation. At present,the research on demotivation at home and abroad are almost limited to college students, andlittle research involves students in rural middle and senior high schools. This research selectsrural senior high school students as the research object to further the study.
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1.2 Research Purpose
1.3 Research Signi ficance
1.4 Thesis Structure
Chapter Two L iterature Review
2.1 Defini tion of Key C oncepts.
2.1.1 Learning M otivati on.
2.1.2 Demotivation
2.1.3 Contri buting Factors of Demotivati on
2.2 Theoretical B asis
2.2.1 Attri bution of Success and Failure.
2.2.2 The Reinforcement Theory
2.3 Research on Demoti vati on at Home and Abroad
2.3.1 Research on Demotivati on Abroad
2.3.2 Research on Demotivati on at Home.
2.3.3 Summary
Chapter Three Res earch Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire .
3.3.2 Interview.
3.4 Research Process .
Chapter Four Resu lts and Discussion
4.1 General Description of Demotivation
4.1.1 Overall Level of Students' English Learning Demotivati on .
4.1.2 Demotivation of Di ferent Grade.
4.1 3 Demotivation of Different Genders.
4.2 Contri buting Factors of Demotivati on
4.2.1 Distribution of all C ontributing Factors .
4.2.2 Major Factors Causing Rural Students Demovtnva.n.
Chapter Five Conclusion
5.1 Major Findings of the Survey.
5 2 Implicaon.o.
5.2.1 Strengthening Students' Behaviors 1n Time.
5.2.2 Creating Real Language Learni ng Environments.
5.2.3 Attri buting to Success and Failure Reasonably.
5.2.4 Expanding Interesting Teaching Materi al
5.3 、Limitations of the Survey 。
This survey takes a rural senior high school in Inner Mongolia as an example to study thefactors affecting demotivation of students in English learners. Although this research analyzesthe general level of rural senior high school students? demotivation in English learning andrelated influencing factors, and uses interviews to conduct in-depth research on influencing fatono, it si ha the flowi arooming and ititim.
From the perspective of the research object, the text only involves 165 students.
Although it is representative, it does not fully represent the group of English learners of ruralhigh school students. Therefore, more comprehensive data is needed to make the results moreuniversal. When interviewing students about the specific causes ofstudents? personaldemotivation, only a small number of students obtained information, and most of theremaining students were unable to follow-up interviews with students due to the limited timeand uniqueness of the students.
In addition, demotivation is a result and a process. In this survey, the judgment ofdemotivation is made by learners based on their own experience, which is subjective.
Therefore, follow-up will observe the changes in learners? motivation through long-termfollow-up research, and explore the influencing factors of demotivation morecomprehensively.
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