The Study On English Learning Burnout Of Non-graduating Students In Senior High School

As English becomes more and more important in society,meanwhile,English is one of the important subjects in the college entrance examination.The demand for students is getting higher and higher from schools,teachers and parents.The fatigue and inferiority caused by the students' internal and external pressure can easily lead to the English learning burnout.Therefore,it is very important to correct learning behavior,to find appropriate learning methods,to alleviate students' English learning burnout and to improve the English performance by exploring English learning burnout and its influencing factors.The research object is the 586 grade one and two students in the No.1 high school of Chongqing University Town.From the background information of students,three questions will be studied:(1)How about the status of non-graduating senior high school students' learning burnout in English?(2)What are the factors that contribute to the non-graduating students' burnout in English?(3)What is the solution to the non-graduating students' burnout in English?The study is based on the three-dimensional Maslach burnout theory and Krashen's affective filter hypothesis theory.The way of questionnaire and interview is to collect and organize data.The data were analyzed and discussed through SPSS19.0.This study has found:(1)78.9% of non-graduating students have English learning burnout.42.3% are severe tired,36.3% are moderately tired,and 21.2% are mildly tired.(2)In the three dimensions of emotional exhaustion,low self-efficacy and inappropriate behavior,the overall level of English learning burnout is mainly reflected in the low self-efficacy dimension.(3)There is no significant difference in the level of emotional exhaustion between men and women,but there is significant difference in the dimension of low self-efficacy and inappropriate behavior,and boys are significantly more tired than girls in learning English.(4)Different grades have significant differences in emotional exhaustion,low self-efficacy and inappropriate behavior,and the lower the student's academic performance,the stronger the sense of burnout in English learning.(5)There is no significant influence on the English learning burnout among non-graduating senior students in different grades and whether to be a class cadre.In addition,the cause of English learning burnout are investigated from the teachers?individual ? companions and test factors.I found the teaching methods,learning motivation,learning atmosphere and mentality before test have the biggest influence on students' English study.According to the results of the investigation,the recommendations will be put forward.This paper mainly summarizes the coping strategies: Stimulate students' high self-efficacy;To strengthen the "psychological reduction" of boys' English learning;Adjust learning strategy,planned learning;Change teaching thinking,use innovative teaching method;Using the migration of original motivation to stimulate autonomous learning needs;Class management rationalization,optimize the class learning atmosphere;Adjust students' examination mentality and ease tension.