高中生英语学习动机衰退的成因研究

Research on the Factors Leading to the Decline of English Learning Motivation in Senior High School Students

摘要: 英语学习动机是影响高中生英语学习效果的重要心理因素，也是学生自主学习能力、课堂参与度和学习兴趣的重要体现。然而，在高中阶段，由于课程难度加大、升学压力增大以及应试教育导向，许多学生在英语学习中出现学习兴趣下降、课堂参与积极性不足、学习倦怠感增强等现象，英语学习动机呈现明显衰退。这种衰退不仅影响学生的学业成绩，也可能对其心理健康和长期语言能力发展造成负面影响。本文以高中生英语学习动机衰退为研究对象，从学生个体因素、教师教学因素、家庭环境因素以及社会文化因素四个维度分析其成因。研究发现，学生英语基础薄弱、学习压力过大、学习方法不科学、教师教学方式单一、课堂互动不足、家庭支持有限以及应试教育导向，是导致动机衰退的主要原因。在此基础上，本文提出了一系列可行策略：一是优化课堂教学模式，采用情境教学、合作学习及项目式学习；二是建立多元化评价体系，关注学习过程与能力提升；三是加强家校合作，提供情感与学习支持；四是帮助学生树立学习信心，设置阶段性目标并给予积极反馈；五是营造积极学习氛围，丰富语言实践机会和文化体验。本文旨在为高中英语教学提供理论依据和实践参考，帮助学生恢复学习动机，提升英语学习效果。

Abstract: Motivation in English learning is a critical psychological factor influencing high school students’ learning outcomes. It reflects not only students’ interest in learning but also their ability to engage in self-directed study, participate actively in class, and sustain long-term learning. However, in the high school context, increasing academic difficulty, intense college entrance competition, and an exam-oriented education system have led many students to experience declining interest, reduced classroom participation, and increased learning fatigue, indicating a clear decline in English learning motivation. This decline may negatively affect academic performance, psychological well-being, and long-term language proficiency. This study investigates the causes of declining English learning motivation among high school students from four perspectives: individual student factors, teaching practices, family environment, and socio-cultural influences. The findings suggest that weak English foundations, excessive academic pressure, inefficient learning methods, monotonous teaching approaches, insufficient classroom interaction, limited family support, and exam-oriented education are the main contributors to motivation decline. Based on these findings, the study proposes practical strategies: (1) optimizing classroom instruction through situational teaching, collaborative learning, and project-based activities; (2) establishing diversified assessment systems that emphasize learning processes and skill development; (3) strengthening home-school cooperation to provide emotional and learning support; (4) helping students build learning confidence by setting achievable goals and offering positive feedback; and (5) creating a positive learning environment by providing ample opportunities for language practice and cultural experiences. These strategies aim to enhance students’ motivation, improve learning outcomes, and provide theoretical and practical guidance for high school English education.