西藏作为我国少数民族聚集地区，英语教学一直是当地的难点，如今随着社会的发展，西藏的教育有了巨大的进步，特别是近几年当地英语教学越来越受到重视，但是对西藏英语教学的研究还相对薄弱，关于农牧区初中生英语学习的相关研究还比较缺乏。学习成就感反映着学生的学习状态，对学生的学习投入、成绩的提高和增强学习自信心有着很大的作用。基于此，本研究以学习成就感为出发点，以西藏农牧区三所学校的初中生为研究对象，运用量化和质性研究的混合研究法，对西藏农牧区初中生英语学习成就感进行研究。

    研究结果发现：（1）西藏农牧区初中生的英语学习成就感处于一般水平，学生能够在英语学习中获得一定的成就感体验，各个维度之间比较均衡，但还有较大的提高空间。（2）女生在英语学习上比男生更有学习成就感；初一年级学生的英语学习成就感最强；生源越好，学生更容易产生英语学习成就感；英语学习成绩水平很好和中等偏上的学生更容易获得英语学习成就感；中等家庭生活条件水平的学生比中等偏下学生更容易对英语学习成就结果感到满意；不同性别英语老师所带班级的学生在英语学习总体成就感上并没有显著性差异；汉族英语老师所教的班级里面学生更容易体会到英语学习成就感。（3）西藏农牧区初中生英语学习总体成就感与英语学习成就感各个影响因素密切相关，相关程度从高到低依次为学生因素、内部动机因素、外部动机因素、环境因素、教师因素、任务难度因素。具体体现为学生因素和动机因素对学生的英语学习成就感有一定影响，包括学生的学习方法与策略不科学、专注力不足与盲目自信、内部学习动机不足等。语言使用环境对学生英语学习成就感有一定的影响，但主要是家庭的重视和支持会增强学生对英语学习的重视程度，提高了学生的英语学习成就感。任务难度因素中，作业难度对学生的英语学习成就感影响不大，主要是学习任务中存在难以理解的英语知识内容导致学生的英语学习成就感降低。教师因素对学生英语学习成就感的影响，主要为教师对学生的要求，良好的反馈学生、鼓励评价学生的方式培养了学生的英语学习成就感。

    基于上述结果，本研究提出以下建议：第一，学生要提高自我管理能力，强化良好学习习惯，逐渐培养英语学习成就感。第二，教师要积极改善教学方式，采取措施培养学生的英语学习成就感。第三，家庭应该注重对学生英语学习的支持和鼓励，帮助学生提高英语学习的成就感。

  As a minority gathering area in China, English teaching in Tibet has always been a local difficulty. Nowadays, with the development of society, education in Tibet has made great progress, especially in recent years local English teaching has been paid more and more attention, but the research on English teaching in Tibet is still relatively weak, and the research related to English learning of middle school students in agricultural and pastoral areas is still lacking. Learning achievement reflects students' learning status and plays a great role in students' learning engagement, performance improvement and enhancing learning self-confidence. Based on this, this study takes learning achievement as the starting point, takes middle school students in three schools in Tibetan farming and pastoral areas as the research objects, and uses a mixed research method of quantitative and qualitative research to study the English learning achievement of middle school students in Tibetan farming and pastoral areas.

  The results of the study found that (1) the sense of achievement in English learning among middle school students in Tibetan farming and pastoral areas is at an average level, and students are able to gain a certain sense of achievement experience in English learning, which is relatively balanced among all dimensions, but there is still more room for improvement. (2) Girls have a greater sense of learning achievement in English learning than boys; students in the first grade have the strongest sense of English learning achievement; the better the student population, the more likely students have a sense of English learning achievement; students with very good and moderately high levels of English learning achievement are more likely to have a sense of English learning achievement; students with moderate levels of family living conditions are more likely to be satisfied with English learning achievement results than students with moderately low levels; different Students in classes taught by English teachers of different genders did not differ significantly in their overall sense of achievement in English learning; students in classes taught by Han Chinese English teachers were more likely to experience a sense of achievement in English learning. (3) The overall English learning achievement of middle school students in Tibetan farming and herding areas was closely related to various factors influencing English learning achievement, in descending order of correlation: student factor, internal motivation factor, external motivation factor, environmental factor, teacher factor, and task difficulty factor. Specifically, student factors and motivational factors have certain effects on students' English learning achievement, including students' unscientific learning methods and strategies, insufficient concentration and blind confidence, and insufficient internal learning motivation. The language use environment has a certain influence on students' English learning achievement, but mainly the attention and support from families will enhance students' attention to English learning and improve their English learning achievement. Among the task difficulty factors, assignment difficulty has little effect on students' English learning achievement, mainly because the presence of difficult English knowledge content in learning tasks leads to a decrease in students' English learning achievement. The influence of the teacher factor on students' English learning achievement is mainly due to teachers' requirements for students, good feedback to students and encouragement to evaluate students' ways to cultivate students' English learning achievement.

  Based on these results, this study makes the following recommendations: First, students should improve their self-management skills, strengthen good study habits, and gradually develop a sense of achievement in English learning. Second, teachers should actively improve their teaching methods and take measures to cultivate students' sense of achievement in English learning. Third, families should focus on supporting and encouraging students' English learning to help them improve their sense of achievement in English learning.