An Investigation Of The English Learning Burnout Of Senior High School Students

Learning burnout is regarded as a negative psychology and feelings which can seriously affect learners to obtain comprehensible input and output,besides,it exerts impacts on learners' healthy and psychological development,and it is possibly generated in the process of learning with burdening work and stress on studies that causes students to lose interest and motivation in daily learning.Over the decades,learning burnout is brought to the attention of a great number of scholars and researchers at home and abroad and it is proved to be existed in learning field.Learners' emotional attitude is treated as an undependable teaching aim in the practical teaching.Furthermore,it is very significant to attach much importance to the impacts of learning burnout under the background of the long-life learning which is encouraged to learners.Senior high school education is an important and key development phase for learners to shape emotional attitude and outlook of the life and value.Yet,learners' learning burnout is of vital importance on its formation and development.English learning has been playing a key part on learners' learning in senior high school,therefore,the English learning burnout can influence their development on fostering the abilities of language learning and long-life learning and it should be stressed.At present,many researches have been done with a particular focus on college students and vocational school students,only a few of them concentrate on learners in senior high school.Senior high school students are an important group in education,hence,their English learning burnout is still a worthy issue for further exploration.And to explore how to diminish and minimize learners' English learning burnout is very necessary for both learners' effective language learning and language teachers' efficient teaching.The paper attempts to conduct questionnaires among 220 students in two senior high schools of Nanning and interview 10 students formaking an analysis of the current situation and factors of senior high school learners' English learning burnout.And the researched questions of this study include:(1)What is the current situation of learners' English learning burnout?(2)What is the difference of students' English learning burnout between different types of senior high schools?(3)And what are the factors causing English learning burnout?By analyzing the results from questionnaire and interview,the results suggest that:(1)The English learning burnout of our senior high school students is in a state of medium high level on the whole,the score of low self-efficacy is the highest among them while the score of distance between students and teachers is the lowest,and the score of emotional exhaustion is the moderate one.(2)There exists significant difference of senior high school students' English learning burnout in grade,and the level of English learning burnout for Senior Grade 2 students is higher than that of the Senior Grade 1 students in emotional exhaustion and distance between students and teachers.However,the score of low self-efficacy for Senior Grade 2 students is clearly lower than that of the Senior Grade 1 students'.(3)There is also a significant difference of senior high school students' English learning burnout in gender,the level of boys' English learning burnout is significant higher than that of the girls' on average in all dimensions.(4)Differences in single child or not and family background are not significant.(5)According to the types of schools,there exists significant difference on the English learning burnout of senior high school students.The results show that the level of model high school students' English learning burnout is generally lower than that of the level of the ordinary high school students'.By concluding from the research,the factors influencing students' English learning burnout are course factors,students' personal factors,teacher factors,test factors and learning environment factors.According to the results and the implications from humanism,self-efficacy theory and the theory of hierarchy of needs,the author makes some suggestions on releasing the senior high school students' English learning burnout: offering emotional support to students in language teaching;enhancing students' self-efficacy and active participation for learning;designing and enriching variable and suitable teaching activities for improving students' interest;creating a harmonious language learning environment forstudents;treating students with patience and encouragement equally;enhancing the cooperation and communication with students' parents.