英语学习倦怠Word文档格式.docx
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英语学习倦怠Word文档格式.docx
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Nowadays,withthepressuresofstudybecomingmoreandmoreserious,therearemoreandmorestudentslosinginterestsandpassionsinstudy,especiallyinEnglish.Theydon’tdoanyrevisionaboutwhattheyhavelearntafterclass,nordotheypreviewthecontentsinthenextlesson.Andtheyareabsent-mindedmostofthetimeduringtheEnglishclass.,withsomeofthemreadingnolves,somechattingwiththeirfriendsorclassmatesbyQQ,andevensomesleepingintheclass.Thiscanbecalledlearningburnout.
1.2PurposesoftheSurvey
ThesurveyfocusesonEnglishlearningburnoutamongartstudentsinFuchuanEthnicMiddleSchool.ThewriterappliesthequestionnairetoinvestigateEnglishlearningburnoutlevelamongtheartstudentsinFuchuanEthnicMiddleSchool,toseewhethertheartstudents’EnglishlearningburnoutiscorrelatedwithEmotionalExhaustion,ReducedPersonalAccomplishment,ApartRelationshipbetweenTeachersandStudentsandPsysiologicalDepletion.ThepurposeistomaketheteacherspaymoreattentiontoEnglishlearningburnoutamongstudents.
1.3SignificanceoftheSurvey
TherearefewstudiesonEnglishlearningburnoutatpresent,especiallystudiesaboutEnglishlearningburnoutamongartstudentsinmiddleschools.Sothisarticlefocusesoninvestigatingthesituationoftheartstudents’EnglishlearningburnoutinFuchuanEthnicMiddleSchool,soastoknowtheartstudents’Englishlearningburnoutlevelinthisschool.Itcanmaketheteacherspayspeacialattentiontostudents’EnglishlearningburnoutandhelpthestudentshaveinteretinlearningEnglish.Andthemostimportantisthatthisarticlemaymakethestudiesinthisfieldplentiful.
1.4OrganizationoftheSurvey
Thispapercomprisesfivechapters.ChapteronepresentsthepresentsituationofEnglishlearningburnoutandthepurposeofthissurvey,presentingthesignificanceofstudyingtheEnglishlearningburnout.Chaptertwoconcentratesaliteraturereviewwithanattempttofindthetheoreticalbasisforthesurvey.ChapterthreegivesasurveyofEnglishlearningburnoutamongartstudentsinHighSchoolbypresentingthelearningburnoutdefinitionsandthengiveouttheresultsofthissurveyincludingthemeansofthissurvey.ChapterfourpresentsthecountermeasurestothephenomenonofEnglishlearningburnout.Chapterfivedrawsaconclusionfromthesurvey,providingthemajorfindingsofthesurveyandthelimitationsofthecurrentresearchareillustratedaswell.
2.LiteratureReview
2.1DefinitionofLearningBurnout
Intermsofthedefinitionoflearningburnout,thereisnouniversallyaccepteddefinitionprovidedbytheexpertsinthefield.AccordingtoXuJuan,learningburnoutreferstothatwhenstudentsarelackofinterestinstudyandlearningmotivationbuthavetostudy,theywouldfeeltired,fatigued,depressedandfrustrated,therebycreatingaphysicalandemotionallyexhaustingsateofmindandastateofnegativeattitudetowardslearningactivities(2011:
6).Thereareanotherthreedefinitionsoflearningburnoutasfollows:
(1)Bumoutisinitiallyagroupofnegativesymptomswhenindividualsfacelong一termemotionalandinterpersonaltensionsduringthework,suchasemotionalexhaustion,physicalfatigue,reducingtheextentofworkinvolved,etc(Xue,2008:
6).
(2)Learningburnoutmeansstudentshavenointerestormotivation,buthavetobyexternalfactor,thentheywillchangethecognitiononlearning,feelingthepsychologicalstateofboring,tired,suppressed,frustrated,passion-shrinkingandtreatonaseriesoflearningbehaviorbynegativeoravoidanceattitude(Shi,2009:
6).(3)Learningburnout,anincreasinglyfocusedphenomenoninvolvingphysicalandspiritualexhaustion,dehumanization,resentmentagainststudiesandbeliefrecessioninself-accomplishment,isattributedtolackofinterestandmotivesinstudies,learningloadandpressure,andindividualizedpsychologicalfactors(He,2008:
8).
Judgingfromtheabovedefinitionsoflearningburnout,itcanbefoundthatlearningburnoutreferstosuchaphenomenonthatstudentsarelackofinterestormotivationinlearning,theywouldfeelemotionalandphysicaltensionsduringstudy,andtheyhavebeliefrecessioninself-accomplishmentaswellaspsychologicaldepletion.Accordingtothereference,thewritermaintainslearningburnoutreferstothefactthatthereexistsuchsyndromesasemotionalexhaustion,reducedpersonalaccomplishment,apartrelationshipbetweenteachersandstudentsandpsysiologicaldepletionamongstudentsduetothecoursedifficultyorotherfactorsincludingteachingfactorandstudentsthemselvesfactor.
2.2TheoreticalFoundation
(1)DulayandBurt(1982)havesuggestedthatattitudinalfactorsmayrelatetosecondlanguageacquisitioninthewaythatperformerswithoptimalattitudeshavealowerorweakeraffectivefilter(qtdinShi,2009:
6).
(2)Humanisticpsychologyorhumanism,thethirdforceinpsychologyafterbehaviorismandmentalism,emphasizesthedevelopmentofhumanpotentialandtheeffectoftheinterpersonalrelationshipaswellasemotionalfactorsconcerninglanguagecompetenceandlanguageacquisition.Humanisticlanguageteachingapproaches,therefore,emphasizetheimportanceoftheinnerworldofthelearnerandtheplacetheindividual’sthoughts,feelings,andemotionsatthefocusofallhumandevelopment,whichisdifferentfromtraditionallanguageteachingapproachesmaintainingthatthedevelopmentoflearners’languagecompetenceistheultimategoal(Shi,2009:
7).
2.3RelatedStudiesaboutLearningBurnoutatHomeandAbroad
ThewritertriestomakeageneralintroductionofEnglishlearningburnoutathomeandabroadinthischapter.ItcoverstheachievementsofthePredecessor'
sresearchesindomesticandabroad,andtheshortageoftheirstudies.Also,itincludesthewriter’sstudyofEnglishlearningburnoutandthedifferencefromthepredecessor'
sresearches.
2.3.1RelatedStudiesatHome
Inrecentyears,theresearchonthephenomenonoflearningburnoutishot,especiallyindomestic.SearchingonthewebsiteofCNKIChineseAcademicJournalswith“learningburnout”asthekeywords,thewriterfoundthatthefindingsofmiddleschoolstudents’learningburnoutmainlyfocusonthefollowingaspects.
(1)Applyingquestionnairetoinvestigatetherelationshipbetweenlearningburnoutandacademicachievement.ChaiJiangandZhongYu(2009)investigate846middleschoolstudentswithaquestionnaireasatoolandreachtheconclusionthatthereexisitspositivecorrelationbetweenacademicachievementandlearningburnout.LiChanggengetal(2010)investigate547middleschoolstudentswitaquestionnaireasatoolandconcludethatthereare7antecedentsonmiddleschoolstudentslearningburnout.Theyarelearningload,insufficientreward,lackoffairness,lackofself-efficacy,deviationofselfassessment,lackofcontrolandlearningatmosphere.LiHuiling(2009)investigate556studentswithaquestionnaireasatooltoanalysethelearningburnoutsituationinmiddleschool.ShiHaiyun(2009)alsoinvestigates421middleschoolstudentswithaquestionnaireasatooltoresearchtherelationshipamongthecharacteristicsofmiddleschoolstudents’learningattribution,self-efficacyandlearningburnout.
(2)Investigatingtherelationshipbetweenlearningburnoutanditscontrbutingfactors.LiMengxia’sstudy(2009)indicatesthattherearetwomainfactorsincludingsubjectivefactorsandobjectivefactors,theyareenvironmentalfactorsandindividualfactorsrespectively.AndthestudydonebyShiJieyu(2011)showsthatundergraduates’learningburnoutmainlyresultsfromindividualfactorssuchasemotionalexhaustion,improperbehaviorandreducedpersonalaccomplishment.WeiZhen’sstudy(2007)analysedthereasonsoflearningburnoutmaybetheenvironmentalfactors,genderandgradefactorsandindividualfactors.WhileYangLixianetal(2007)foundthatMiddleSchoolstudents’learningburnoutiscorrelatedwithfamilyaddress,gender,gradeandthekindofschools.
(3)Investigatingtherelationshipbetweenlearningburnoutanditscountermeasures.WangYafang’study(2010)mainlydiscussedthecountermeasurestostudents’learningburnout.Therearesomemeasuresasfollows:
1.Focusingonqualityeducation;
2.Strengtheningcommunicationandcoodinationwithfamilies;
3.Buildingaharmoniousinterpersonalrelationship;
4.Improvingstudents’personality.AndthestudydonebyZhangQizhi(2011)mainlyexploredthattheteachersandschoolsshoulddothefollowingthings:
1.Developingstudents’interestinlearning;
2.Strengtheningtheclassroomteachingmanagemet;
3.Improvingtheteachingmanagementsystem.
(4)Therearesomepapersdiscussingnotonlythereasonsleadingtomiddleschoolstudents’learningburnoutbutalsoitsstrategies(BaiSuying,LiChanggeng&
XuWenming,2006;
LiLi,ZhangRuihua&
LiChaopenget,2011;
PanCongcong,2009;
XuNan,2008;
XuJuan,2011;
ZhangSu,2011;
ZhangZhenetal.,2011).Someofthem(BaiSuying,LiChanggeng&
LiChaopeng,2011;
XuJuan,2011)reachtheconclusionthatstudentslackself-efficacy,setnotcleargoalsandteachersteachinawrongwaymaybethecauseoflearningburnout,andthestrategiestostudents’learningburnoutcanbethatstudentsshouldimprovetheirself-efficacy,setcleargoalsandbuildaharmoniou
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