A Survey On English Learning Burnout Of Independent College Non-English Majors

Learning burnout refers to the a series of symptoms among students including emotional exhaustion,depersonalization,tiredness of learning,diminished personal accomplishment and so on.It is mainly caused by the lack of learning interest and motivation,learning stress or other personal mental factors.Learning burnout can lead to the decreasing of students' learning efficiency and have great negative impact on learning.Recently,since the center of class teaching has been gradually transferring from teachers to students,learning burnout has become a focus in the field of language teaching.Among college students,the non-English majors of independent colleges have relatively poor English knowledge and skills and relatively low efficacy,interest and motivation in English learning,which are closely related to their English learning burnout.Therefore,it is urgent to conduct related studies on the English learning burnout of independent college students so as to practice the “students-centered” teaching approach,to strengthen the focus on students' emotional factors in their learning and to improve the English teaching in independent colleges.Focused on the non-English majors of independent colleges,this study aims at discovering the present situation of their English learning burnout and its effective factors as well as analyzing their correlation,trying to attribute corresponding strategies of reducing English learning burnout.This survey is mainly based on Freudenberger's Burnout theory and Maslach's three-dimension burnout theory.According to the phenomenon and attributive factors of independent colleges' non-English majors and their correlations,four questions are raised.They are: 1)What is the general situation of the English learning burnout of non-English majors in independent colleges? 2)What are the differences in English learning burnout among students of different genders,majors and grades? 3)What are the differences among the various contributing factors of English learning burnout? 4)What are the correlations between the present situation of English learning burnout and its contributing factors? To answer these questions,this study adopts questionnaires and interviews as researching methods,and 269 non-English majors of three independent colleges(Bowen College of Management of Guilin University of Technology;Lijiang College of Guangxi Normal University;Institute of Information Technology of Guilin University of Electronic Technology)are selected as subjects.Through the analysis and discussions on the results of the questionnaires and interviews,the findings are listed as follows: 1)Non-English majors in independent colleges have English learning burnout to some degree,which mainly reflects in their low personal accomplishment;2)there is no significant difference between male students and female students,but students majoring in arts tend to have a higher level of English learning burnout than science majors,and students at various levels of English achievement also differ a lot in the degree of English learning burnout;3)learning motivation and self-efficacy are the most crucial contributing factors of students' English learning burnout;4)there is a very obvious positive correlation between the overall English learning burnout and its contributing factors,and self-efficacy is most significantly correlated with English learning burnout.Based on such findings,the following suggestions are contributed in this study: 1)students should have a correct understanding of English subject and cultivate positive attitudes towards English learning;2)students should also correctly understand English learning burnout and deal with it positively;3)teachers should pay adequate attention to students' English learning burnout,and take a series of countermeasures,including improving their teaching methods,helping students enhance their self-efficacy and cultivate positive learning attitudes,and improving students' learning environment.