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少数民族高中生英语学习动机研究——以毕节地区民族中学为例的中期报告.docx

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少数民族高中生英语学习动机研究——以毕节地区民族中学为例的中期报告 Title:AStudyonEnglishLearningMotivationofEthnicMinorityHighSchoolStudents—ACaseStudyofEthnicHighSchoolsinBijieArea Introduction: EnglishisanimportantsubjectinChina'snationalcollegeentranceexamination(NCEE).Asethnicminorityhighschoolstudents,theyfacemanychallengesinEnglishlearningduetodifferencesinculture,language,andenvironment.Therefore,itisnecessarytoinvestigatetheirEnglishlearningmotivationfromspecificethnichighschoolsinordertoexploreeffectivestrategiestoimprovetheirEnglishlearningperformance. Researchquestions: 1.WhatarethesourcesofmotivationforethnicminorityhighschoolstudentstolearnEnglish? 2.HowdoteachersandparentsinfluencetheEnglishlearningmotivationofethnicminorityhighschoolstudents? 3.WhatfactorshindertheEnglishlearningmotivationofethnicminorityhighschoolstudents? Method: Thisstudyadoptsamixedresearchdesign,includingquestionnaires,interviews,andclassroomobservations.Thesampleconsistsof200ethnicminorityhighschoolstudentsfromfourschoolsinBijiearea.Thequestionnairecoversthestudents'Englishlearningmotivation,learningstrategies,andsociolinguisticbackgrounds.TheinterviewsaimtoexploretheinfluencingfactorsofEnglishlearningmotivationfromtheperspectivesofteachers,parents,andstudents.Theclassroomobservationsfocusonhowteachersuseteachingmethodstostimulatestudents'motivation. Preliminaryfindings: 1.ThemainsourcesofEnglishlearningmotivationforethnicminorityhighschoolstudentsareinstrumentalorientation,integrativeorientation,andlearninginterest. 2.TheinfluencingfactorsofEnglishlearningmotivationincludeteacher'steachingmethods,parent'ssupport,student'spositiveattitudes,andsocialenvironment. 3.ThefactorsthathindertheEnglishlearningmotivationofethnicminorityhighschoolstudentsincludelackofself-confidence,culturaldifferences,andineffectiveteachingmethods. Conclusion: ThestudyprovidesapreliminaryanalysisoftheEnglishlearningmotivationofethnicminorityhighschoolstudentsinBijiearea.ThefindingsprovideimplicationsforteachersandschoolstoimproveEnglisht