| Abstract in Chinese | 第3-5页 |
| Abstract | 第5-6页 |
| Chapter One Introduction | 第11-16页 |
| 1.1 Research background | 第11-13页 |
| 1.2 The purpose and the significance of the study | 第13-15页 |
| 1.2.1 The purpose of the thesis | 第13-14页 |
| 1.2.2 Theoretical significance | 第14页 |
| 1.2.3 Practical significance | 第14-15页 |
| 1.3 An overall structure of the paper | 第15-16页 |
| Chapter Two Literature Review | 第16-26页 |
| 2.1 Overview on learning burnout | 第16-20页 |
| 2.1.1 Definitions of burnout | 第16-17页 |
| 2.1.2 Learning burnout | 第17-19页 |
| 2.1.3 English learning burnout | 第19-20页 |
| 2.2 Theoretical framework on learning burning out | 第20-23页 |
| 2.2.1 Three-dimensional burnout theory of Maslach | 第20-21页 |
| 2.2.2 Theory of Weiner | 第21-23页 |
| 2.3 Studies on learning burnout at home and abroad | 第23-26页 |
| 2.3.1 Studies on learning burnout at home | 第23-24页 |
| 2.3.2 Studies on learning burnout abroad | 第24-26页 |
| Chapter Three Methodology | 第26-29页 |
| 3.1 Research questions | 第26页 |
| 3.2 Subjects | 第26页 |
| 3.3 Instruments | 第26-27页 |
| 3.3.1 Questionnaires | 第26-27页 |
| 3.3.2 Individual interviews | 第27页 |
| 3.4 Research procedures | 第27-29页 |
| 3.4.1 Data collection and analysis | 第27-28页 |
| 3.4.2 Individual interviews | 第28-29页 |
| Chapter Four Results and Discussions | 第29-47页 |
| 4.1 Results and discussion of junior high school students' English learning burnoutquestionnaire | 第29-35页 |
| 4.1.1 The general description of junior high school students' English learningburnout | 第29-30页 |
| 4.1.2 The results and discussion of the first dimension (Emotional exhaustion) | 第30-31页 |
| 4.1.3 The results and discussion of the dimension (Inappropriate behaviors) | 第31-33页 |
| 4.1.4 The results and discussion of the dimension (Personal accomplishment) | 第33-34页 |
| 4.1.5 The results and discussion of the fourth dimension (Alienation betweenstudents and teachers) | 第34-35页 |
| 4.2 Results and discussion of junior high school students' attribution questionnaire | 第35-40页 |
| 4.2.1 The general description of junior high school students' attribution tendenciesin English learning | 第35-36页 |
| 4.2.2 The results and discussion of dimension (Students-related factors) | 第36-38页 |
| 4.2.3 The results and discussion of dimension (Teacher-related factors) | 第38-39页 |
| 4.2.4 The results and discussion of dimension (Environment-related factors) | 第39页 |
| 4.2.5 The results and discussion of dimension (Subject-related factors) | 第39-40页 |
| 4.3 The relationship and discussion between junior high school students' Englishlearning burnout and English attribution tendency | 第40-44页 |
| 4.3.1 Correlation between the overall English learning burnout questionnaire andstudents-related factors | 第41-42页 |
| 4.3.2 Correlation between the overall English learning burnout questionnaire andteacher-related factors | 第42-43页 |
| 4.3.3 Correlation between the overall English learning burnout questionnaire andenvironment-related factors | 第43页 |
| 4.3.4 Correlation between the overall English learning burnout questionnaire andsubject-related factors | 第43-44页 |
| 4.4 The result and discussion of the individual interview | 第44-47页 |
| 4.4.1 The first interview | 第44-45页 |
| 4.4.2 The second interview | 第45页 |
| 4.4.3 The third interview | 第45-46页 |
| 4.4.4 The fourth interview | 第46-47页 |
| Chapter Five Conclusion | 第47-54页 |
| 5.1 Major findings | 第47页 |
| 5.2 Main implications | 第47-52页 |
| 5.2.1 Suggestions for students | 第48-49页 |
| 5.2.2 Suggestions for teachers | 第49-52页 |
| 5.3 Limitations and further suggestions | 第52-54页 |
| References | 第54-58页 |
| Appendices | 第58-66页 |
| Appendix 1 | 第58-61页 |
| Appendix 2 | 第61-65页 |
| Appendix 3 | 第65-66页 |
| Acknowledgements | 第66-67页 |
