非英语专业学生大学英语学习倦怠应对策略研究

STUDY ON THE COUNTERMEASURES FOR COLLEGE ENGLISH LEARNING BURNOUT OF NON-ENGLISH MAJORS

大学英语学习倦怠反映当代非英语专业学生普遍存在的消极英语学习心理、态度和行为,其后果直接影响学生英语成绩和身心健康。基于Hobfoll(1989)资源守恒理论、J.W.Atkinson(1963)动机成就理论和教育部高等教育司《大学英语课程教学要求(2007)》,研究者从学校、教师和学生等层面探索应对非英语专业学生大学英语学习倦怠的策略,旨在促使学生以良好心理状态和积极学习行为参与大学英语教学活动,有效提高大学英语教学质量和学生英语综合应用能力。

College English learning burnout reflects the negative learning psychology, attitudes and the behavior of the contem-porary non-English majors and the learning burnout will directly students’ learning achievements, and mental and physical health. Based on Hobfoll’s(1989) Conservation of Resources (COR) theory, J.W.Atkinson’s (1963) Theory of Achievement Motivation and College English Curriculum Requirement(2007) published by the Higher Education Department of the Ministry of Education,the researchers explore some countermeasures to prevent and reduce the non-English majors’ English learning burnout from the aspects of university authorities, English teachers and students with the purposes of making students partici-pate in college English teaching with positive psychological states and learning behaviors, enhancing the quality of college Eng-lish teaching and developing non-English majors’ comprehensive ability to use English effectively.