【正文】 ogues for them to enjoy or chooses famous and wonderful articles for them to recite。 prints suitable exercise for them to practice or sums up the main usage of important words or grammatical roles and prints them for the students to make up for the lack of reference books. Besides, teachers also can try to provide opportunities of practice by altering the form of the texts or rewriting the text. Secondly, make up for lack of teaching equipment. Apart from lack of teaching materials, lack of teaching equipment is another disadvantage for rural teachers to make the lessons interest and attractive. Teachers can try to make up for lack of teaching equipment by using stick pictures, body language, proper forms of presentation or practice and so on. For instance, when dealing with England, My England (EnglishNew Standard, 2A, Unit 5), the author drew several stick pictures on the blackboard to help the students retell the text, learn language points and writing skills. Then the author invited a student to draw his hometown on the blackboard for other students to write a passage using what they had just learned in this article. Achievement in English learningNothing can enhance success better than success. Stern (1983: 58) says that student who has a good deal of success in the past will be likely to risk success again, if he fail, his concept can afford it. This positive result is an automatic drive for further learning. Therefore, one of the key things that teachers can do is to give students opportunities for success. Sometimes teachers can choose a text that is easy, so as to show students that they can prehend some things easily, in this way can give them a sense of acplishment. But the teacher should remember to give different tasks to different students with the same materials, make all of them experience success and generate selfconfidence. Because too difficult tasks may frustrate or disappoint students, while too easy ones will make them feel bored or lose interest. Choosing content that is interesting to students will help to energize them. Competition and examPeople generally believe that petitions will arouse learners’ enthusiasm. Learners will often be motivated to try their best not for the sake of the learning itself but in order to beat their opponents in a petition, for they are petitive and they want to win everything. Therefore, teachers must make full use of this advantage. In class, teachers can hold some contests to attract students’ attention. But in order to avoid the negative effects of petition, teachers should try to let students pete in groups, not in individual.Exams also can reflect the level of junior high school students’ English learning in a period. The success of passing the exams can greatly motivate them and make them bee confident. But teachers should say something to fort and encourage the students who just fail in the exam. Creating a good classroom environmentClassroom environment has important influence on students’ learning motivation. Some students like English because of the funny and relaxed English class. “If English learning is to be successful, it is crucial that teachers establish in their classroom a climate where confidence built up, where mistakes can be made without fear, where learners can use the language without embarrassment, where all contributions are valued, and where activities lead to feelings of success, not failure” (Stern, 1983) .Students with anxiety in the classroom need to be encouraged to open their mouths to speak English to overe their anxiety and raise their selfefficacy in order to develop their language skills. At first, teachers should offer equal chance to answer any questions both high achievers and low achieves. When students make mistakes, teachers should offer encouragement and support but not threaten or punish them. Teachers can use petition creatively to make the classroom environment full of excitement and energy。 provide them questions and tasks that get them think actively。 make them actively participate in learning. In fact, most students prefer to participate in class rather than just listen or read.6. ConclusionMotivation is often regarded as a key factor in the successful attainment of foreign language learning. Students with higher learning motivation always achieve greater success in their English learning, while those who lack learning motivation make no attempt in English learning and often fail the exams. In this paper, starting with the present situation of English learning in junior high school in rural areas, the author presents an overview of some key motivation theories which are most enlightening and helpful for English learning and teaching. According to these theories, foreign language learning is a plex process, in which many factors are involved. In order to explore the relationship between these factors as well as their influences on junior high school students’ English learning, the author conducted a survey. Findings from the survey indicate that interest, selfconfidence, goals, attribution, effort, and positive interpersonal relationship can influence students’ learning motivation.Different learners have different motivational intensities and are influenced by different motivational factors. According to the findings of the survey, the author provides several suggestions on how to stimulate intrinsic motivation, such as arouse students’ interest, help them to set goals, develop their selfconfidence, evaluate success and failure properly, and build up an appropriate teacherstudent relationship. On stimulating extrinsic motivation, the author also provides some suggestions, such as overing disadvantages of teaching conditions in rural areas, helping students to improve achievement in learning, making good use of petition and exam, creating good classroom environment.However, the methods discussed in this paper are not perfect and absolutely appropria