An Analysis of the Impact of Chinese-English Bilingual Teaching on Middle School Students’ Language Learning Motivation

Abstract

This essay explores the impact of Chinese-English bilingual teaching on middle school students’ language learning motivation. Through literature analysis and empirical research, it is found that Chinese-English bilingual teaching can significantly enhance middle school students’ internal and external language learning motivation. Based on the Self-Determination Theory, this research analyzes the roles of autonomy, competence, and relatedness in the bilingual teaching environment. The results show that bilingual teaching effectively stimulates students’ learning interests and self-confidence by creating a real-language climate, providing rich learning resources, and promoting cross-cultural communication. At the same time, the essay also points out the challenges faced in implementing bilingual teaching and proposes corresponding improvement suggestions. This research provides a theoretical basis and practical guidance for optimizing the Chinese-English bilingual teaching model and enhancing middle school students’ language learning motivation.