Relationship Of Perceived Support、Basic Psychological Needs And Junior School Student English Learning Burnout

The growth process of students is step by step. And Junior Middle School stage is an important transitional period. It is also a critical period of one’s outlook on life and values. Every family, even every teacher, has the responsibilities and obligations to help the students pass this period successfully. Parts of rural Junior Middle School students have no interest in English because of their poor basis of English learning、learning ways and the backward concept of family education. And the students even have the moods of English Learning Burnout(ELB). ELB means students aren’t able to successfully finish their tasks in English learning. And they don’t know how to deal with stress and they have the negative psychological experience which has the main characteristics of emotional exhaustion 、 depersonalization and diminished personal accomplishment. This experience has a bad effect not only on students’ schoolwork, but also on their body and mind health.In order to understand the current situation of Junior Middle School students’ ELB, this research takes a typical rural junior middle school in Xishan District, Wuxi City as an example. By questionnaires and the empirical analy sis of 265 students, the writer wants to learn more about the situation of the rural junior middle school students’ ELB. This research also uses Perceived Autonomy Support(PAS) theory and Basic Psychological Needs(BPN) theory to find out the influence paths and the impact.According to the questionnaires and analysis, the writer finds out junior middle school students have the more common ELB, though in a low level. And boys’ level of ELB is higher than girls’. And the level of Grade 9 students’ is obviously higher than Grade 7 and 8 students’. PAS has an obvious negative correlation with students’ ELB, as well as Basic Psychological Needs satisfaction. But PAS has an obvious positive correlation with students’ BPNT.Students’ PAS has an effect not only on their ELB, but through their Basic Psychological Needs, Basic Psychological Needs plays an intermediary role in ELB in some ways. So, teachers’ PAS behaviors and students’ Basic Psychological Needs satisfaction can predict students’ English learning engagement effectively. If we get more attention to students’ BPN and give more support to them, we can improve our English teaching level.