A Survey Of Students’ English Learning Burnout In Junior High School

As a second language,English causes stress and difficulties for students in the English learning,which leads to students’ tiredness in the English learning and the concept of English learning burnout arises.English learning burnout needs to be taken seriously as it can directly undermine students’ motivation to learn English,the efficiency and effectiveness of students’ English learning are affected and even have a negative impact on their language learning ability and lifelong learning.At present,most studies on English learning burnout focus on college students or vocational students,but little attention has been paid to junior high school students,which is an important group in education;therefore,English learning burnout among junior high school students is an issue that deserves in-depth discussion.In this paper,based on the three-dimensional burnout theory,significant others theory and attribution theory,207 students in three grades of a middle school in Shuangyashan were used as the research subjects through questionnaires and semi-structured interviews to investigate the situation of English learning burnout among middle school students.The study aimed to investigate the following three questions:(1)What is the current situation of junior high school students’ English learning burnout?(2)Are there any differences in English learning burnout among junior high school students by gender,grade level,and high versus low score groups?(3)What are the factors influencing students’ English learning burnout in junior high school?The research found that:(1).Students of a middle school in Shuangyashan have a degree of English learning burnout and the overall level is moderate.Among them,reduced personal accomplishment is the most significant manifestation,followed by the inappropriate behavior dimension and the emotional exhaustion dimension.(2).There are differences in the performance of English learning burnout among secondary school students of different genders,grade level and English achievement: boys have a higher level of English learning burnout than girls;the third year of junior high school has the highest level of English learning burnout,followed by the second year of junior high school and the first year of junior high school;the level of English learning burnout is higher for low score group than for high score group.(3).The main factors affecting students’ English learning burnout in this school are five aspects: students,teachers,peers,parents and subject,which are reflected as parents’ excessive expectations,the difficulty of learning English subjects,their own weak English foundation,and teachers’ single method of English teaching.Based on this,this paper raises some suggestions from students,teachers and parents three aspects: students should enhance their self-efficacy and increase their participation in English class;parents should change their educational style to improve psychological communication and exchange;abandon the old concept of "grades first" and care for children’s inner world and growth;teachers should provide students with emotional support in English teaching,design rich,varied and appropriate English teaching activities for students and treat students patiently and fairly,and encourage students.The author hopes that this study will bring some insights to alleviate English learning burnout among junior high school students.