Abstract: Motivation of English learning is closely connected with learning outcomes. Motivation, which was often ignored, has been paid more attention to in English classroom. For English teachers, only when they know learners' motivation will they adopt suitable strategies. Motivation is mainly divided into two categories: intrinsic and extrinsic motivation. This paper attempts to analyze the necessity of the combination of intrinsic and extrinsic motivation in the EFL classroom from two perspectives: humanistic and cognitive approaches. In order to promote the understanding of junior middle students' English learning motivation, the author conducted a questionnaire in Class 2 and Class 3, Grade 2 of Nanhu No.2 Middle school based on motivational theories. The findings indicate that the overall English learning motivation of students in junior middle school is weak. This paper also provides some suggestions for motivating language learners in EFL learning.

Key words:  motivation; intrinsic motivation; extrinsic motivation; junior middle school student.

摘要：英语学习动机与学习成绩有着紧密的联系，因此过去常常被忽略的外语学习动机越来越引起外语界的重视。对一个英语教师来说，只有了解了学生的学习动机才能采取与之相关的策略。学习动机主要分为内部动机和外部动机。本文从人本主义，认知主义的学习动机理论阐述了内部动机和外部动机在英语教学中都是不可缺少的组成部分。以动机理论为基础，作者通过问卷调查探索南湖二中初二年级2班和3班学生的学习动机情况，来了解初中生学英语的动机现状，以便施以相应改善其学习策略的措施。调查结果表明，初中生英语学习动机普遍较弱。作者对调查结果进行了思考与分析，并针对初中生英语学习中动机缺失的现象，就如何提升他们的学习动机提出了相关的建议和策略。

关键词：动机；内因；外因；初中生