A Study On The Current Situation And Related Research Of English Academic Emotion And English Learning In The Third Year

The research is based on junior three students, which took the Junior Threestudents in Shijijinyuan School attached to Yunnan Normal University as the researchobjects. This paper generally adopted the methods of literature and questionnairemethods to investigate academic emotions and procrastination on English study of allthe students involved. At first, a scale on academic emotions was revised which suitsthe junior middle school students. The scales were printed, gave out to the JuniorThree students, and collected them after they were finished. The statistics wererecorded and analyzed in SPSS17.0, then finally came to a conclusion as following:1. English academic emotions include positive-high arousal emotions,positive-low arousal emotions, negative-high arousal emotions and negative-lowarousal emotions. Boys experience more negative high arousal and negative lowwake-up English academic emotions than girls do.2. Girls experience more procrastination on English study. However, there are nosignificant gender differences among the students in both academic emotions andprocrastination on English subject.3. Procrastination has a correlation with positive-low arousal emotions, but notsignificant. Procrastination has a significant correlation with negative-high arousalemotions and negative-low arousal emotions. That means the more students feelshame, anxious, bored, and pessimistic, the more serious procrastination on Englishstudy they may have.