A Study On The Correlation Between Teachers’ Classroom Discourse And English Learning Burnout From The Perspective Of CDST

Learning burnout,as one of the important emotional factors affecting foreign language learning,has been frequently studied and discussed by scholars.Learning burnout refers to a negative attitude and behavior caused by excessive learning pressure during the learning process,which affects students’ physical and mental health and learning interests,and also brings about social problems such as internet addiction and depression.Therefore,it is necessary to conduct systematic and in-depth research on learning burnout.At present,research on learning burnout is mainly conducted from a static research perspective,and learning burnout,as an emotional factor,has a dynamic nature.The emergence of Complex Dynamic Systems Theory(CDST)and related research methods provides a theoretical basis and methodological basis for exploring changes in learning burnout.In addition,in the process of English teaching,English teachers’ classroom discourse can also have an impact on students’ emotions.Understanding the relationship between English teachers’ classroom discourse and students’ learning burnout can provide suggestions and references for teachers to regulate their own discourse in future classrooms.Based on the above background,this article is based on the theory of complex dynamic systems and adopts a combination of quantitative and qualitative research methods.The research participants are 57 English major students from a university in Northeast China,and 4 of them are selected as the focus research subjects.Questionnaires and interviews are used to explore the dynamic change process of students’ burnout and to explore the relationship between English majors’ burnout and teachers’ classroom discourse,so as to find out the factors affecting English burnout in teachers’ classroom discourse.This thesis proposes the following three research questions:(1)How does the English learning burnout of English major college students changed over time?(2)What is the relationship between teachers’ classroom discourse and English learning burnout?(3)How does teachers’ classroom discourse impact English learning burnout in English teaching?This study conducts a study from six dimensions: presentation,questioning and feedback in English teachers’ classroom discourse,as well as exhaustion,cynicism and reduced efficiency in students’ learning burnout.SPSS statistical analysis software is used to conduct a detailed and in-depth analysis of the collected data and draw the following conclusions:(1)English major college students generally experience learning burnout during the English learning process,But most of the time belongs to low-level burnout,with the passage of time,learning burnout is constantly changing,which is dynamic and irregular.(2)There is a significant negative correlation between students’ learning burnout and teachers’ classroom discourse.(3)Students believe that appropriate teacher language can enhance their interest in learning.For example,positive feedback can make students more confident,but inappropriate classroom presentations and negative feedback can cause students’ learning fatigue.The results of this study help to reveal the dynamic nature of learning burnout,enrich empirical research on learning burnout,and provide reference for the application of complex dynamic system theory in emotional research.This allows teachers to adjust their pronunciation and speaking speed during teaching,set reasonable questions based on students’ learning level,adopt reasonable correction methods,flexible and variable feedback forms,and positive feedback language.