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ction ..........27-28
    4.2 Data Analysis ..........28-32
    4.3 Results from the Questionnaires.......... 32-36
Chapter 5. Strategies to Foster Male Low Achievers' English LearningMotivation.......... 36-50
    5.1 The Rebuilding of Male Low Achievers' Confidence..........36-44
        5.1.1 The Improvement of Self-Efficacy.......... 36-42
        5.1.2 The Correction of Attribution ..........42-43
        5.1.3 The Releasing of Anxiety Caused by Exams.......... 43-44
    5.2 The Transformation of the Male Low Achievers' View .......... 44-45
    5.3 Teachers' immediacy to male low achievers.......... 45-47
5.4 The Increase of Male Low Achievers' English..........47-50

Conclusion

English low achieving is a common phenomenon in junior middle schools. Manystudents especially boys who have a good performance in science subjects can't achievewell in English. This phenomenon has already caused a serious impact on these studentsacademic career. Low English learning motivation is a key reason which causesstudents' low achievement in English learning. Motivation can be divided intoinstrumental motivation and integrative motivation or intrinsic motivation and extrinsicmotivation. This paper mainly researches on the male low achievers English learningmotivation in junior middle school and how to foster their motivation in the foundationof many scholars' motivation theory. According to many scholars' researches, there aremany variables of English learning motivation, such as, self-efficacy, self-worth,attribution, learned helplessness, goal setting and so on.
It is obvious that most of these male low achievers are low motivated in Englishlearning. My research mainly focuses on their motivation type and the factors whichmay influence their motivation such as self-efficacy, attribution, learned helplessnessand self-worth. According to the questionnaire, I've concluded that (1) most of thesemale low achievers' motivations are low and extrinsic; (2) most of these male lowachievers have low self-efficacy; (3) most of these male low achievers' attribution tofailures is improper, which they always attribute their failures to the lack of talent inlearning English; (4) most of these male low achievers are likely to avoid failures andhave anxiety of being failed. Based on those findings and scholars' strategies offostering students' English learning motivation, I put forward some methods to fosterthese male low achievers' English learning motivation. First of all, as a teacher, weshould try our best to build up their confidence in learning English well. Secondly, weshould try our best to change their self-worth. Thirdly，we should increase our teachers'immediacy to them in order to let these students feel teachers' care and attention. Thelast but not the least，teachers should try to increase student' English learning interests.
However, it is not enough to find the methods to foster male low achievers'English learning motivation only by analyzing the data of questionnaire in one school.More practical researches need to be done. Maybe if teachers can put these methods intopractice and then interview the students and observe their reactions in cl本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。