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3.1 Research Questions.......23
3.2 Subjects .....23
3.3 Instruments.....24
3.3.1 Questionnaires....24
3.3.2 IBM SPSS statistics 20 .....25
3.4 Research procedures .....26
Chapter Four Results and Discussion .......27
4.1 Results of high school students’ English learning ....27
4.2 The discussion of high school students’ English learning burnout.....32
4.3 Results of high school students’ attribution questionnaire........35
4.4 The discussion of high school students’ attribution......40
4.5 The relation between high school students’ English learning burnout...43
4.6 The discussion of the relation between high school students’ English ....45
Chapter Five Major findings and pedagogical suggestions .......48
5.1 Major findings.....48
5.2 Suggestions ....48

Chapter Five Major findings and pedagogical suggestions

5.1 Major findings
Through the study, we can draw the following conclusions:First, high school students have English learning burnout problems to somedegree, but it is not very serious. And their English learning burnout mainlymanifests in low-efficacy and emotional exhaustion. In terms of differences, genderdifference is not obvious, but differences in grade and English academicachievement are significant.Second, high school students are more likely to attribute English academicsuccess to effort and ability, and English academic failure to ability and luck. Thereare obvious differences in gender, grade and English academic achievement.Third, high school students’ English success attribution tendencies havesignificant negative correlation with their English learning burnout, while Englishfailure attribution tendencies have significant positive correlation with their Englishlearning burnout. Internal factors have bigger influence on students’ English learningburnout than external factors both in success attribution and failure attribution.Attributing English academic success to internal factors helps to reduce Englishlearning burnout, whereas attributing English academic failure to internal factors maylead to a higher level of English learning burnout.

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Conclusion

English learning burnout reduces students’ enthusiasm of learning Englishdirectly, and affects their English learning results and efficiency seriously. Attributiontheory is an American contemporary motivation theory on the cognitive view, whichrefers to that people attribute their perceived success or failure to some reason. Fromthe perspective of attribution theory, learners’ personality traits, self-concept, learningresults are all related to their attribution tendencies closely. Therefore, investigatingthe influence of high school students’ English attribution tendencies on their Englishlearning burnout is helpful to understand the influence factors of English learningburnout, and find coping strategies to English learning burnout. At the meantime, itcan also play a good role in promoting effective English teaching, training of students’correct cognition, perfection of students’ personality in high schools.Through literature review, the author has made a survey about high schoolstudents’ English learning burnout and English attribution tendencies in two highschools of Shandong province by m本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。