A Study On The Correlation Between English Pronunciation Self-concept,English Learning Burnout And English Achievements Of Senior High School Students

The National English Curriculum Standards for General Senior High School(2017)states that pronunciation is an essential part of language knowledge.In senior high school,we should help students to construct phonetic consciousness and ability on the basis of consolidating the phonetic knowledge acquired in compulsory education(Ministry of Education,2018:20).The theory of emotional filtering hypothesis mentions that emotional factors affect second language acquisition,while English pronunciation self-concept and English learning burnout belong to emotional category and exert influence on English learning.Furthermore,the author finds that the previous scientific research paid less attention to the relationship between English pronunciation self-concept,English learning burnout and English scores.Consequently,the purpose of this study is to explore the relationship between English pronunciation self-concept,English learning burnout and English scores,and further explore the internal relationship and mechanism of them so as to provide some suggestions for English teaching.This scientific research selected questionnaire research and literature analysis methods to investigate 316 senior high school students in Zhangzhou City,Fujian Province,and strive to explore the following four questions: 1)What is the general situation of senior high school students’ English pronunciation self-concept and English learning burnout? 2)Are there differences in gender and grade between senior high school students’ English pronunciation self-concept and English learning burnout? 3)Are senior high school students’ English pronunciation self-concept,English learning burnout and English scores related? If so,what’s the situation? 4)Is there an intermediary role in senior high school students’ English pronunciation self-concept,English learning burnout and English scores?The findings of research:1)The senior high school students’ English pronunciation self-concept mean value is 3.2343 and the English learning burnout’s mean value is 2.5363.2)In terms of gender differences,the senior high school students’ English pronunciation self-concept matches t=-1.833,P=0.068>0.05 and the English learning burnout matches t=2.425,P=0.016<0.05;In grade differences,the senior high school students’ English pronunciation self-concept matches P=0.022<0.05 and the English learning burnout matches P=0.367>0.05.3)The correlation coefficient value of senior high school students’ English pronunciation self-concept and English scores matches r=0.392,P=0.000<0.05;The correlation coefficient value between English learning burnout and English scores matches r=-0.293,P=0.000<0.05;The correlation coefficient value between English learning burnout and English pronunciation self-concept matches r=-0.437,P=0.000<0.05.4)The value of direct effect of senior high school students’ English learning burnout on English scores is-0.326,P=0.005<0.05;The value of indirect effect is-0.112,P=0.003<0.05;The total effect value is-0.438,P=0.005<0.05.The direct effect value of senior high school students’ English pronunciation self-concept on English scores is 0.156,P=0.056>0.05;The indirect effect value is 0.217,P=0.001<0.05;The total effect value is 0.373,P=0.001<0.05.The conclusions of research: 1)Senior high students’ English pronunciation self-concept and English learning burnout generally tend to middle level.2)Senior high students’ English pronunciation self-concept has no gender difference but has significant difference in grade,which the phonetic self-concept of senior one and senior two is obviously higher than that of senior three.Senior high students’ English learning burnout has significant gender difference which boys’ English learning burnout is slightly higher than girls,but there has no grade difference.3)Senior high school students’ English pronunciation self-concept,English learning burnout and English scores are related.A significant positive and low correlation between English pronunciation self-concept and English scores;A significant negative and low correlation between English learning burnout and scores;English learning burnout is negatively correlated with English pronunciation self-concept.4)The mediating effect of senior high school students’ English learning burnout is obviously stronger than English pronunciation self-concept.Senior high school students’ pronunciation self-concept plays a part of the intermediary effect in the influence of English learning burnout on English scores,and senior high school students’ English learning burnout acts as a complete intermediary effect in the influence of English pronunciation self-concept on English scores.Ultimately,the author puts forward some advise on how to foster English pronunciation self-concept and relieve English learning burnout from teachers and students perspectives,so as to give some reference value in future English teaching research.