兴趣是推动学生进行学习活动的内在动力，如果学生的学习兴趣被激发起来，英语的学习效率就会提高。所以在现代英语课堂教学中，教师不仅要传授学生语言知识和技能，而且还应把学生的学习兴趣培养放在首位，使他们能够快乐，有效地学习。

本文通过问卷调查的方法，并基于调查数据的分析，对影响学生英语兴趣的因素进行了分析与研究。然后本文以克拉申的”情感过滤假说”和科勒的”ARCS动机理论”为理论基础，试图从中找出培养学生英语学习兴趣的方法,并对学生兴趣的培养提出有效建议。

As the inner motive power of promoting students’ learning activities, learning interest, can help learners to improve their study efficiency. So in modern English teaching, teachers, apart from developing students’ language knowledge and skills, should also cultivate students’ learning interest and mobilize their learning enthusiasm and initiative so as to let them study happily and effectively.

By means of questionnaire survey and based on data analysis, this thesis studies the factors that affect students’ interest in English learning. Then based on the analysis and studies of the Learning Theory of S. D. Krashen’s Affective Filter Hypothesis and John M. Keller’s ARCS Motivation Model, this thesis attempts to find some suitable methods that help develop students’ learning interest and put forward some effective suggestions on English teaching.

Along with the coming of the knowledge-based economy, man has entered a new era of continuing schooling and life-long education. In other words, apart from imparting necessary knowledge to students, school education should also be capable of cultivating students’ interest in learning and thus laying the foundation for life-long learning. Against this backdrop, the new curriculum reform requires that teachers should not only impart language knowledge and skills to students but also have the responsibility and obligation to develop students’ interest in learning so as to help students to achieve the development of self-esteem, confidence and personality. But in China, due to the influence of test-orientated language teaching, teachers in junior school just impart some grammar knowledge to their students and care little about the application of situational communication teaching approach and multi-intelligences method. As a result, the English class is usually dull and depressed. The junior school students are not active in English class because of low English learning interest. As we all know, keen interest can develop the students’ curiosity about knowledge and arouse the students strong learning motivation. It is fair to say that interest cultivation can yield twice the result with half the effort in English teaching. The importance of cultivating students’ interest in English learning is therefore self-evident.  

Under the circumstances, the thesis focuses on the cultivation of the junior school students’ English learning interest in order to improve their learning efficiency. Through the studies of the Learning Theory of S. D. Krashen’ Affective Filter Hypothesis and John M. Keller’s ARCS Motivation Model, the author designed the questionnaire. By analyzing the data collected through the questionnaire, the author attempts to find the factors that will affect students’ interest in English learning. Then some suitable methods and effective suggestions are put forward so as to develop students’ learning interest on English teaching. 

It is well known that interest is the best teacher. Firstly teachers should recognize the importance of English learning interest. Through the investigation, it is found that there is a positive correlation between interest and English learning efficiency. In other words, learning interest influences the students’ English learning efficiency. To improve students’ English learning efficiency, the first and foremost thing that teachers should do is to arouse students’ interest in English. It is found that there are many factors that can stimulate the interest of junior high school students, such as their individual factors, environmental factors, and teachers’ factors, etc. To improve students’ learning interest, teachers should change the traditional teaching model, establish a good relationship with students, make use of evaluation system, and teaching aids.

Although the thesis attempts explain on how to cultivate students’ interest in English learning and promote some effective teaching strategies, it has some limitations. First of all, due to the limited energy, the author only conducted a survey in one school. Secondly, the questionnaire only covers a few individual factors, environmental factors, and teachers’ factors, so it is imperfect. Finally, although the author has put forward some methods to stimulate students’ interest in English learning, only a few examples are given. So it is still a thorny issue to help students keep their learning interest in actual teaching practice. If the further study can overcome the above limitations, it would bring about more useful and significant insights into English teaching.