Exploring the Correlation of Pathology of English Curriculum and English Learning Motivation Among Iranian High School Students

The main focus of this present study is to help improve the quality of english language teaching in the iranian education system by studying and introducing the important challenging factors of the english language curriculum from the learners' point of view and their effect on students’ english learning motivation in the iranian educational system. for this purpose, 70 high school students from two high schools in shiraz, have been selected through cluster sampling. two instruments were utilized to collect data: 8 items-language curriculum pathology questionnaire (lcpq), and 21items-motivation toward english language learning questionnaire. data analysis procedure was done via statistical package for social science (spss) version 24. in order to analyze the data, the pearson correlation coefficient was used. the findings revealed that there was a significant and negative relationship between pathology of english curriculum from standpoint of high school students and their motivation in english learning. since all over the world the main purpose of teaching english is communication, this issue has been ignored in iranian education system because english language textbooks in iran are based solely on reading and translation skills. so, pedagogical society needs to identify factors which increases english learning motivation among students and design english curriculum and textbooks based on them. the findings contribute to syllabus design in efl contexts.