【作者】 纪莹；

【导师】 张建民；

【作者基本信息】 浙江大学 ， 英语语言文学， 2008， 硕士

【摘要】 本研究旨在通过对大学英语教学改革形势下非英语专业学生英语学习倦怠的调查,分析其原因和影响,为今后的教学改革提供相关理论和实证依据。本文的研究问题是：1)大学英语教学改革形势下非英语专业学生英语学习倦怠的现状如何?2)学生英语学习倦怠的潜在原因是什么?本研究采用调查问卷和访谈的方法获取研究资料。来自中国计量学院06级测控专业的40名学生参加了问卷调查,其中6名学生参加了访谈。根据研究中掌握的数据,研究者发现：1)非英语专业学生在整个基础英语学习过程中呈现出不同程度的学习倦怠,倦怠出现的时间因人而异。2)目前导致非英语专业学生英语学习倦怠的原因很多,大致可归纳为以下几点：学生层面(缺乏职业规划,学习目的不明确,学习策略选用不当,缺乏自信和持久性的投入)；教师层面(缺乏责任心和教学策略)；学习环境层面(课堂规模过大,教与学的风格不协调,惯用的PPP教学方法存在问题,学校设施和相关政策不完善)；以及教材层面(教材篇幅过长、生词过多,练习设计重点不够突出)等。本研究的局限是：1)取样来自一个行政班级,其反映出来的问题不能保证百分之百代表全体非英语专业学生；2)鉴于语言教学的复杂性,对课堂以外的诸如生源地区性差异等因素未做深入研究分析。更多还原

【Abstract】 This study was undertaken to explore the current situation of the non-English major undergraduates’English learning burnout manifested in the context of College English reform. The research questions to be addressed in the study are:1) What is the current situation of non-English major undergraduates’English learning burnout manifested in the context of College English reform?2) What are the underlying factors responsible for those students’English learning burnout manifested differently in different situations?The instrument employed in this study was a 12-itemed questionnaire followed by a semi-structured interview.40 second-year students majoring in Measure & Control from China Jiliang University responded to the questionnaire.6 were selected out of the valid 40 subjects for the interview.Based on the data collected from the questionnaire and interview, the major findings are summarized as follows:1) Both male and female subjects displayed different levels of English learning burnout at different stages of their learning process.2) Learning burnout syndrome is related to various negative influences coming from the students themselves (the lack of career planning, indefinite learning purpose, inappropriate choice of learning strategies, and lack of self-confidence and persistent effort); the teachers (lack of responsibility and teaching strategies); the learning environment (heterogeneous classes, mis-match between learning and teaching styles, the problem with the PPP teaching approach, inadequate school facilities and the problem with the school language learning policies); and the course-books (the lengthy texts, too many new words, and the lack of focus in exercises design) etc..The results of the study provide some pedagogical implications for students, teachers and the school authority respectively.This study is limited in some ways:1) The sample might not be adequately representative. 2) Due to the complexity involved in language learning and teaching, factors outside the classroom such as regional differences were not closely explored in this study.更多还原