A Study On Junior High School Students’ English Learning Burnout:From The Perspective Of Attribution Theory

Learning burnout means that the learners have feeling of emotional exhaustion, learning indifference and decreased self-efficacy because of the long-term academic learning pressures in the learning process. English learning burnout does do harm to the learners about their body health, health of mentality, even academic success. Learning burnout on English gradually reduces the passion for students to learn English actively, and students’ efficiency. According to quality education, it is particularly important to pay attention to students’ learning burnout phenomenon, and explore how to effectively reduce phenomena of burnout when students learn English. It is easy to know from literature review that scholars have done relatively mature study of learning burnout in the aspect of giving definition, it’s structure, measuring methods and the influential factors in our country and foreign country, but research that is from the view point of attribution of learning burnout is still less. When researching the former studies, it can be known that it mainly focuses on college students. While it is less focused on students of middle school, especially junior high school students English learning’s study is far to be seen. Therefore this paper focused on the junior high school students. The paper analyzes the situation of junior middle school students’English learning burnout and its attribution. Furthermore, it analyzes the relationship between English learning so as to investigate junior middle school students English learning attribution influence on their English learning burnout, and try to put forward the corresponding suggestions to lower English learning burnout from the perspective of attribution.The research is based on the three-dimensional of Maslach’s burnout theory and Weiner’s attribution theory. This study puts forward three research questions based on the characteristics of the junior middle school students’English learning burnout and attribution tendencies, the relationship between the junior middle school students’English learning burnout and attribution tendencies. The three questions are:a) what is the current situation of junior high school students’ English learning burnout? b) How do the students’attribution tendencies impact their English learning burnout? c) Do students’ attribution tendencies have influences on their English burnout, and what are the suggestions after doing the research? Quantitative analysis is used as one of the methods in this study, taking 160 students in Jiangnan Middle School and National High School in Guangxi as the research subjects. Then the paper also has carried out the detailed analysis and research on the two junior high school students’ English learning burnout situation and attribution tendencies’ characteristic. Furthermore, it analyzes how attribution tendencies among the junior middle school student learner influence English learning burnout. After the analysis of the survey data and discussion, the study has the findings:a) junior high school students have learning burnout problem in the subject of English to some degree, and it mainly reflects in sense of personal accomplishment; b) junior high school students tend to think that their English learning burnout relates to subject-related factors and student-related factors; c) The overall attribution questionnaire is significant correlative with the overall English learning burnout questionnaire. Based on the analysis, this study puts forward some related Suggestions:a) it is necessary to guide students to strengthen the understanding of English subject and to form good attitude towards the English learning; b) it can encourage teachers to give students actively and timely evaluation about their English learning behaviors and guide the student to carry on the attribution training to reduce learning burnout phenomenon.