# Abstract

The English learning weariness is a negative state of mind and behavior of students of English. There are a lot of researches on learning weariness, but few on English learning weariness. In order to analyze the current status of secondary vocational school students' English learning, and discuss the characteristics and causes of secondary vocational students’ English learning weariness. The author has conducted an investigation, by asking 400students covering 7 majors in Grade 1 and Grade 2 from a secondary vocational school in Nanchang to fill a questionnaire of English weariness characteristics and causes of secondary vocational school students (see-Appendix 1). The data is then classified and analyzed with SPSS17.0 software to answer the following questions:

1. What is the descriptive distribution characteristic of the English Learning Weariness among the students in secondary vocational school?

2. What are the differences among the degree of English Learning Weariness of secondary vocational students in terms of gender, major, grade and the question “From when not to understand English lessons?” What are the difference of the degree of English Learning Weariness of secondary vocational students in terms of their parents’ profession and their parents’ education level?

3. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Physical Factors, the Learning Experiences Factors, the Parenting Factors, the Environment Factors, the School Factors, and the Social Factors?

In quantitative study, six students and four English teachers from the subjects were selected as interviewees who are interviewed by the author. All the collected data were analyzed through SPSS17.0 which involved：Descriptive analysis, Single factor analysis of variance and Regression analysis, the results are as follows:

1. The degree of the secondary vocational students’ English learning weariness is quite high. There is a great difference in terms of weariness characteristics and causes, which shows a tendency of being highly fragmented, uneven and polarized.

2. There is no significant difference among secondary vocational students in terms of grade, their parents’ profession and their parents’ education level. There is significant difference between them in terms of gender and major. There is significant difference among secondary vocational students starting from the first term in junior grade three, regarding the question “From when not to understand English lessons?”

3. The physical condition of the students in the junior high school can significantly predict the degree of English learning weariness of the students in the secondary vocational school. The factors which can significantly predict the degree of English learning weariness of the students in the secondary vocational school are items3 (Bad habits of study, attention loss in the class, refuses to do exercises.); item5 (learning attitude at the beginning of the English learning process,); item8 (students’ poor memory,); item9 (Learning motivation is not strong,); item10 (Fail to memorize words, poor learning ability).

Parenting factors, social factors and school factors can significantly predict the degree of English learning weariness of the students in the secondary vocational school. The factors which can significantly predict the degree of English learning weariness of the students in the secondary vocational school are items25 (the students do not attach importance to English class); item32 (The content of the English teaching materials are not interesting.); item39 (the content of examination cannot stimulate students’ interest in English learning.); item40 (The teacher’s teaching model lacks of diversification.); item53; item64 (Teachers’ teaching attitude: more criticism, less compliments.); item72 (students’ emotional problem.).

Item14 (The wrong attitudes towards life.); item52 (viewing English as useless.); item18 (Love playing and laziness,); item31 (Negative learning attitude.); item45 (viewing study only as a way of diploma.); item51 (Low employment rate of the vocational school students.); can significantly predict the degree of English learning weariness of secondary vocational students.

Items24 (I am disgusted with the excessive interference of my parents; they want to intervene anything of me.), item41 (The family learning environment is not good for me; I find it difficult to concentrate on studying.); item44 (inappropriate parenting skills, simple and rude education skills.); item47 (My parents have never pay any attention to my study result, English included.); item56, item59 (The attention the parents paid to the child and family atmosphere.), item68 (Parents inappropriate education concept.) can significantly predict the degree of English learning weariness of secondary vocational students.

Finally, according to the results of this investigation, the current situation and the causes of students' English learning weariness in the secondary vocational were discussed, and combining with actual situations, the author puts forward some countermeasures for this issue.

**Key words**: Current Situation of English Weariness; English Weariness degree; English Weariness countermeasures; variance analysis; regression analysis

# 摘 要

英语厌学是学生对英语学习活动的一种消极的心理状态和行为方式。目前国内对厌学的研究很多，而对于英语厌学的研究却很少。为了分析当前中职学生英语厌学的现状，探讨中职学生英语厌学的特征与成因，作者通过问卷：“中职学生英语厌学特征与成因调查问卷”（附录一），对南昌市的一所中职学校的2个年级，7个专业的400位中职学生进行调查，使用SPSS17.0统计软件进行数据分析，拟探讨以下问题：

1.中职学生英语厌学的描述性分布特征是什么？

2.中职学生英语厌学程度的性别、专业、年级差异以及其“听不懂英语时间”的差异是什么？中职学生厌学程度的父母职业差异、受教育程度的差异分别是什么？

3.厌学身体因素、父母教养因素、厌学经历因素、环境因素、学校因素、以及社会因素对于厌学程度的主要预测因子分别是什么？

在定量分析中，作者选取了被测对象中的6名学生和4名英语教师作为访谈对象。在对数据进行描述性分析、单因素方差分析与回归分析后，结果如下：

1.中职学生存在的英语厌学现象总体比较严重，中职学生英语厌学特征与成因极为分散和不均衡，呈现两极分化情况。

2.不同性别、不同专业的中职学生在英语厌学程度上有显著差异 ，但是不同年级的学生之间、父母的职业和文化程度对中职学生英语厌学程度的影响无显著差异。在问题“何时开始听不懂英语课”方面，从初三上学期开始中职学生的英语厌学程度有显著差异。

3.学生在初中时的身体状况可以显著预测其在中职的英语厌学程度.此外，父母教养因素中可以显著预测中职学生厌学程度的因子有:题项24,题项41（家里的学习环境不好）题项44(父母教育方式不当，教育方式简单粗暴); 题项47（父母对孩子英语成绩的不重视）；题项56、题项59(父母对孩子的关注度和家庭氛围); 题项68(父母不当的教育理念)。

在中职学生的厌学经历中可以显著预测其英语厌学程度的因子有：题项3(不良的学习习惯，上课注意力不集中，不做习题,);题项5(初学英语时的重视程度,);题项8(学生的记忆力不佳,);题项9(学习的自觉性不强,); 题项10(不背单词、学习能力不强)。

环境因素中可以显著预测中职学生的英语厌学程度的因子有:父母教养因素,社会因素,学校因素。其中学校因素中可以显著预测中职学生厌学程度的因子有:题项25(学生对英语课不重视,); 题项32(英语教材的内容缺乏趣味性,);题项39(考核方式不能激发学生的学习兴趣,); 题项40(教师的授课方式单一,); 题项53和题项64(教师的教学态度不佳，批评多，表扬少); 题项72(男女学生间的感情问题)。而在社会因素中可以显著预测中职学生厌学程度的因子有:题项14,题项52(错误的人生观以及英语无用论); 题项18(享乐主义和惰性); 题项31(消极的学习态度); 题项45(为了文凭而读书的思想）; 题项51(中职学生的低就业率);题项52（英语水平高低对对未来影响不大的思想）。

最后，本文结合调查结果，对中职学生英语厌学的现状及成因进行了探讨，并结合实际提出了一些解决厌学问题的对策，以供参考。

**关键词**：英语厌学现状;英语厌学程度;英语厌学对策;方差分析；回归分析

# List of tables

Table4 -1：Vocational students' English learning basic situation analysisTable4- 2：Descriptive statistics of the results of data sheet

Table4- 3：one-way ANOVA（different gender）

Table4- 4：The differences between different genders

Table4- 5：One-way ANOVA (different major)

Table4- 6：Multiple Comparisons (differences among different major)

Table4- 7：One-way ANOVA (different grade)

Table4- 8：One-way ANOVA (father’s profession)

Table4- 9：Multiple Comparisons (father’s profession)

Table4-10：One-way ANOVA (mother’s profession)

Table4-11：Multiple Comparisons (mother’s profession)

Table4-12：One-way ANOVA (mother’s education level)

Table4-13：One-way ANOVA (mother’s education level)

Table4-14：One-way ANOVA (from when not to understand English lessons)

Table4-15：Multiple Comparisons（from when not to understand English lessons）

Table4-16：Regression analyses of physical factor and the degree of English learning weariness

Table 4-17: Regression analysis of Learning Experiences factors

Table 4-18: Regression analysis of Learning Experience Environment factors

Table 4-19: Regression analysis of school factors

Table 4-20: Regression analysis of Social factors

Table 4-21: Regression analysis of parenting factors

# Contents

硕士研究生学位论文....................................... 1

Abstract................................................... I

摘 要.................................................... IV

List of tables............................................ VI

Contents................................................. VII

Chapter 1 Introduction.................................... 10

1.1Research Background................................................................................... 10

1.2 purpose and significance of the study.......................................................... 11

1.3 The layout of the thesis................................................................................. 12

Chpater 2 Literature Review............................... 13

2.1 The definition of the learning weariness..................................................... 13

2.2 Learning weariness Research Abroad........................................................ 13

2.3 Learning weariness Research At Home...................................................... 14

2.4 Summary........................................................................................................ 17

Chapter 3 Research Methodology............................ 19

3.1 Research questions of the present study..................................................... 19

3.2 Subjects.......................................................................................................... 20

3.3 Instruments.................................................................................................... 20

3.3.1 Questionnaires....................................................................................... 20

3.3.2 Interview:.............................................................................................. 21

3.4 Procedures..................................................................................................... 22

3.5 Statistical analysis of the data....................................................................... 22

Chapter 4 Result and discussion........................... 24

4.1 Results in relation to the first research question:....................................... 24

4.2 Results in relation to the second research question.................................... 27

4.2.1 The difference between in terms of gender:......................................... 28

4.2.2 The difference between in terms of majors:.......................................... 29

4.2.3 The difference between in terms of grades:.......................................... 29

4.3 Results in relation to the third research question....................................... 30

4.4 Results in relation to the forth research question....................................... 31

4.5 Results in relation to the fifth research question........................................ 31

4.6 Results in relation to the sixth research question........................................ 32

4.7 Results in relation to the seventh research question................................... 33

4.8 Results in relation to the eighth research question..................................... 34

4.9 Results in relation to the ninth research question....................................... 35

4.10 Results in relation to the tenth research question..................................... 36

4.11 Results in relation to the eleventh research question................................ 37

4.12 Result of interview...................................................................................... 38

4.13 Discussion..................................................................................................... 39

4.13.1 The descriptive distribution characteristic.......................................... 39

4.13.2 The differences among in gender, major and grade............................ 40

4.13.4 The differences among parents' education level................................. 40

4.13.5 “From when not to understand the English lessons”.......................... 41

4.13.6 The influences of Physical Factors...................................................... 41

4.13.7 The influences of learning experiences............................................... 41

4.13.8 Influences of Environmental Factors.................................................. 42

4.13.9 Influences of School Factors.............................................................. 42

4.13.10 Influences of Social Factors.............................................................. 42

4.13.11 Influences of Parenting Factor.......................................................... 43

4.14 Causes of English learning weariness........................................................ 43

4.14.1 Social factors....................................................................................... 43

4.14.2 Family factors:.................................................................................... 45

4.15 The Countermeasures of English Learning Weariness........................... 46

Chapter 5 Conclusion...................................... 49

5.1 Summary of the findings.............................................................................. 49

5.2 Limitations of this study and suggestions for future study........................ 51

References................................................ 53

Appendix 1:中职学生英语厌学特征与成因调查问卷............... 57

Appendix 2: The explanation of questionnaire.............. 60

Appendix 3: Items &factors Explanations................... 61

Appendix 4: Result of the interview....................... 63

Acknowledgement........................................... 66

Publication............................................... 67

# Chapter 1 Introduction

With the development of economy and social change, vocational education has become an important part of our educational system in China, which is responsible for the training and delivery of hundreds of millions of early, mid-level workers. However, the development of secondary vocational education has encountered some difficulties, there have been some new problems, vocational educators should correctly understand and analyze the new situation currently facing. Weariness is a very common phenomenon in school education, although some manifestations of weariness, reasons and countermeasures have done a lot of research, but the weariness phenomenon does not disappear gradually with the increase of the researchers, but a worsening trend. According to literature, we found that, drop out of school due to poverty phenomenon is gradually being replaced by the weariness out of School. The poor academic performance of students in the past, but weariness, and now even the advanced students began weariness. Vocational students cultural lesson basis of generally poor, especially in the English discipline. Deepening of vocational students of English weariness, making vocational English education in today's situation is more worrying, this study would like to preliminary research by a vocational school students weariness of exploring vocational students' English characteristics and causes of weariness, Jiangxi vocational education teaching reform to ease the weariness of the students and provide a factual basis.

## 1.1Research Background

Our country is a development of the population of a large country, want to meet social kinds of talent needs, within the scope of the whole society to adequate and reasonable employment, so employment personnel employment capacity and vocational qualifications, it must be quickly and effectively to the development of secondary vocational education, which qualified to train high-quality social workers. However, the pursuit of highly educated community prevalence despise the phenomenon of secondary vocational education, and at the same time in recent years, institutions of higher enrollment and our many education reform, gave vocational education has brought shock and challenge. The English learning weariness of the students in the vocational school is bound to affect the quantity and quality of first-line technical talents, a direct impact on the level of material production and the conversion of science and technology, to explore the characteristics of secondary vocational students English weariness, the causes of secondary vocational education urgent important issues to be resolved.## 1.2 purpose and significance of the study

Vocational education bears the important task of front-line workforce training for the national basic industries; the frontline the quality of the labor force will directly affect the rise of the entire national industry. Secondary vocational school student’s weariness is bound to affect the quantity and quality of first-line technical talents, a direct impact on the level of material production and the conversion of science and technology. Lifelong learning the basis of the status of the English students, or their future work and life, have an increasingly important significance. Faced with this situation, that is, the general staff, to acquire a certain amount of knowledge of foreign languages is also necessary. Is engaged in the study of social sciences and natural sciences or engineering work, the scientific and technical personnel must understand and master the relevant information, intelligence, understanding of domestic, especially the level of progress on the international research trends and what has been achieved, which is the scientific study and the basis of the design work. Therefore, the implementation of the English basic education teaching student inevitable choice in vocational schools to explore the characteristics of secondary vocational students English weariness, the causes of important issues need to be solved is the current secondary vocational education.First of all, this study has theoretical significance. Expand the study Nanchang, Jiangxi Province in vocational students' English weariness, descriptive and statistical analysis methods to research the characteristics and causes of secondary vocational students in English weariness structure has important theoretical value for Jiangxi Province moderate Vocational education provides a special perspective to examine and reflect on the problems of vocational English teaching, to promote vocational education reform in Jiangxi Province, and improve the quality of education and teaching, vocational school personnel training to ensure the quality and specifications, to provide a theoretical draw, and The rich secondary vocational education teaching theory to some extent.

Secondly, the study has strong practical significance and practical value. The study by the Jiangxi Provincial Water Conservancy and Hydropower school students English weariness the preliminary sample surveys and research, to explore vocational students in Jiangxi Province, English weariness characteristics and causes of help to improve the quality of teaching, to create a good learning atmosphere provide a factual basis for Jiangxi vocational education teaching reform, and lit a going astray beacon for basic education. Analysis of the students weariness causes of weariness countermeasures research targeted to improve the students' interest in learning, clear weariness this stumbling block to hinder the development of students, so that students enjoy learning, a good campus atmosphere both the healthy growth of the students or to realize the quality of education in schools has important theoretical and practical significance.

## 1.3 The layout of the thesis

The present study consists of five chapters. Chapter one is an introduction containing a brief review of the research background, a discussion of the significance and purpose of the research, and the overview of this study. Chapter two presents a literature review containing the definition of English learning weariness, the researches abroad and the researches at home in terms of learning weariness. Chapter three is about the research methodology, containing information about design, selection of subjects, instrumentation, data collection, and data analysis. The research questions are presented at the beginning of this chapter. Chapter four gives out the results of the present study, and then discusses each research question independently. The last chapter makes a summary of the findings of the study, offering some countermeasures of English learning weariness. Finally, the limitations of the research are pointed out and some suggestions for future researches are made..........................

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# Chapter 3 Research Methodology

In this chapter, the research questions of this study are presented, and then the research ideas and research methods of the study will be introduced. The procedures and data analyses are detailed. In so doing, the author will give a clear picture of how the present study is conducted and how the data are collected and analyzed in a scientific way.**3.1 Research questions of the present study**

The review of literature shows that although a lot of researches have been done, few researches refer to English learning weariness in the vocational school. Very few studies are conducted on the relationships among English learning weariness degree, differences and the predictors in China. The questions to be addressed in this study are as follows:

1. What is the descriptive distribution characteristic of the English Learning Weariness among the students in secondary vocational school?

2. What are the differences among the degree of English Learning Weariness of secondary vocational students in terms of gender, major, and grade?

3. What is the difference of the degree of English Learning Weariness of secondary vocational students in terms of their parents’ profession?

4. What is the difference of the degree of English Learning weariness of secondary vocational students in terms of their parents’ education level?

5. What is the difference of the degree of English Learning Weariness of secondary vocational students in terms of the question “From when not to understand English lessons?”

6. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Physical Factors?

7. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Learning Experiences Factors?

8. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Environment Factors?

9. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the School Factors?

10. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Social Factors?

11. Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Parenting Factors?

**3.2 Subjects**

Four hundred first-year or second-year vocational school students from a vocational school in Jiangxi province were randomly chosen as the subjects of this study. Female and male students not shared approximately equal proportion, with 168 students being females and 232 males. Three hundred and nineteen questionnaires of English Learning Weariness Characteristics and Causes of the Vocational School Students returned. Students’ gender is known in 319 questionnaires, with 108 females and 211 males. Most of students live in school from Monday to Sunday and enjoy the weekend with their classmates. A minor portion of them live at home and spend every day with their parents.

**3.3 Instruments**

The two instruments were employed in this study: the first one is the questionnaire of English Learning Weariness Characteristics and Causes of the Vocational School Students; the second instrument is the interview to know students’ and their teacher’s thinking about English Learning Weariness.

### 3.3.1 Questionnaires

The questionnaire is constructed by mainly adapting GAO Yiying’s (2009) Questionnaire, which was used for investigating secondary vocational school students’ English Learning Weariness and it also has good reliability, with its whole Alpha=.9448,the English learning weariness degree factors, its Alpha=.8993; the environment factors, its Alpha=.8720, also been found to be reliable and valid. In this survey, the questionnaire consists of two parts. The first part is designed to ask the subjects to provide the detailed personal information about their major, grade and gender etc. The second part contains 72 items, each of which is answered on a five-point scale, ranging from (1) exactly match (2) match (3) hard to say (4) not match exactly (5) not match. The questionnaire contains ten factors as follows:Physical Factors, consists of 2 items: 1, 2.

Learning Experiences Factors is composed of 8 items: 3, 4, 5, 6, 7, 8, 9, 10.

Behavior Factors, contains the following items: 27, 37, 42, 48, 54, 57, 60, 61.

Motivations Factors, contains the following items: 15, 20, 26, 62, 67.

Emotional Factors, contains the following items: 19, 21, 28, 30, 36, 55.

Attitude Factors, contains the following items: 12, 16, 22, 34, 69.

Personality Factors, contains the following items: 13, 23, 33, 43, 49, 63, 70.

Parenting Factors contains the following items: 17, 24, 29, 35, 41, 44, 47, 56, 59, 68.

Social factors, contains the following items: 14, 18, 31, 45, 50, 51, 52.

School Factors, contains the following items: 25, 32, 39, 40, 53, 64, 65, 72.

### 3.3.2 Interview:

This interview was conducted to help me gain an in-depth understanding of the situation of the vocational school students’ English learning weariness, and meanwhile get some information from their teachers. I posed a few predetermined questions for the students and some other questions for their teachers. I listened to their response for hints as to what question to ask next, or whether it was important to probe for additional information (Maykut &Morehouse 1994; cited from RAO Zhenhui 2002).while formulating interview questions, I made sure that the question were clear, precise and stimulating (Denzin 1989).Each interview, which lasted 30minutes or so, was conducted in Chinese so that the subjects were able to express their ideas fully. All the interviews were audio-taped and transcribed verbatim. The transcripts of the interviews were later given to the subjects for verification. The interview focused on following questions:Questions for students:

1. Can you tell me something about how you feel during your English learning?

2. What bother you most in your English learning?

3. Do you have any idea as to why you feel so boring in your English lessons?

4. Do you have any ideas as to how English lessons might be made more interesting?

Questions for their teachers：

1. Can you tell me something about how you feel during your English teaching?

2. What bother you most in your English teaching?

3. Do you have any idea as to why your students feel so boring in your English lessons?

4. Do you have any ideas as to how English lessons might be made more interesting in the vocational school?

**3.4 Procedures**

The data were collected at their night class on June 18. The author distributed 400 copies of questionnaires when the students had enough time to finish the questionnaires. Before distributing the questionnaires, the students were told the purpose of this study. They got to know that the participation was completely voluntary, and that would spend about 20-30 minutes to complete the questionnaire. They are asked to finish the questionnaire carefully. The students were allowed to ask questions about the questionnaires if they wanted. After they finished the questionnaires, the author reminded them not to miss any item of the questionnaires. Finally the author collected the questionnaires and thanked the participants. After collecting the copies of questionnaires, the author checked and found that 319 questionnaires were valid.

## 3.5 Statistical analysis of the data

All of the statistical analyses were processes by SPSS 17.0 (Statistical Package for the Social Science, Version 17.0). Data analyses included descriptive statistics, independent samples t-tests, variance analyses, and regression analyses. Descriptive statistics provides simple summaries about the sample and about the observations that have been made. Such summaries may be either quantitative, i.e. summary statistics, or visual, i.e. simple-to-understand graphs. These summaries may either form the basis of the initial description of the data as part of a more extensive statistical analysis, or they may be sufficient in and of themselves for a particular investigation. T-test is used to compare the means of two groups. It helps determine how confident the researcher can be that the differences found between two groups are not due to chance. Analysis of variance (ANOVA) is a collection of statistical models, and their associated procedures, in which the observed variance in a particular variable is partitioned into components attributable to different sources of variation. In its simplest form, ANOVA provides a statistical test of whether or not the means of several groups are all equal, and therefore generalizes t-test to more than two groups. Doing multiple two-sample t-tests would result in an increased chance of committing a type I error. For this reason, ANOVA are useful in comparing two, three, or more means. Regression analysis includes many techniques for modeling and analyzing several variables, when the focus is on the relationship between a dependent variable and one or more independent variables. More specifically, regression analysis helps one understand how the typical value of the dependent variable changes when any one of the independent variables is varied, while the other independent variables are held fixed. The procedures of data analysis are as follows: (1) Descriptive statistics was used to get the English learning weariness distribution among the students in the vocational school. (2) Analysis of variance was used to test the differences among the different factors which influenced the English learning weariness degree. (3) Stepwise regression was used to get the predictors of Physical Factors and Learning Experiences Factors. (4) Backward regression was used to get the predictors of Environment Factors, School Factors, Social Factors and Parenting Factors. (5) Independent samples t-tests were used to test if there were differences in foreign language anxiety, parenting styles and foreign language achievements between males and females.# Chapter 4 Result and discussion

In this chapter, the statistical analyses of the data collected from the questionnaires will be presented respectively in relation to the four research questions. At the end of this chapter, discussion about the eleven research results will be presented respectively.

## 4.1 Results in relation to the first research question:

The first research question is: What is the descriptive distribution characteristic of the English Learning Weariness among the students in the secondary vocational school? The author first made a descriptive statistics to find out the situation of the students’ English Learning Weariness in this secondary vocational school, and then made a frequency analysis (Frequency is the number of occurrences of a repeating event per unit time. It is also referred to as temporal frequency. The period is the duration of one cycle in a repeating event, so the period is the reciprocal of the frequency. )**Table4-1**

**：**

**Vocational students' English learning basic situation analysis**

Frequency | Percent | ||

Grade | Grade 12 | 202 | 63.3 |

Grade 11 | 117 | 36.7 | |

Major | Computer accounting | 47 | 14.7 |

computer | 64 | 20.1 | |

Numerical control | 30 | 9.4 | |

Hydropower Construction | 62 | 19.4 | |

e- commerce | 23 | 7.2 | |

Electronic technique | 45 | 14.1 | |

Industrial and civil architecture | 48 | 15.0 | |

Gender | male | 211 | 66.1 |

female | 108 | 33.9 | |

From when not to understand English lessons |
This does not happen | 2 | .6 |

the first term in junior grade 1 | 95 | 29.8 | |

the second term in junior grade 1 | 64 | 20.1 | |

the first term in junior grade 2 | 62 | 19.4 | |

the second term in junior grade 2 | 37 | 11.6 | |

the first term in junior grade 3 | 39 | 12.2 | |

the second term in junior grade 3 | 12 | 3.8 | |

In vocational school | 4 | 1.3 | |

in primary school | 4 | 1.3 | |

Whether or not the father alive | alive | 316 | 99.1 |

Not alive | 3 | .9 | |

Whether or not the mother alive | alive | 310 | 97.2 |

Not alive | 9 | 2.8 | |

The parents divorced or not | yes | 23 | 7.2 |

no | 296 | 92.8 | |

Father’s job | Businessmen in Jiangxi | 20 | 6.3 |

Businessmen in other place | 18 | 5.6 | |

worker | 72 | 22.6 | |

farmer | 134 | 42.0 | |

teacher | 2 | .6 | |

cadre | 4 | 1.3 | |

soldier | 0 | 0 | |

The others | 69 | 21.6 | |

Mother’s job | Businessmen in Jiangxi | 17 | 5.3 |

Businessmen in other place | 11 | 3.4 | |

worker | 57 | 17.9 | |

farmer | 143 | 44.8 | |

teacher | 3 | .9 | |

cadre | 2 | .6 | |

soldier | 0 | 0 | |

The others | 86 | 27.0 | |

Father's education level | Primary School or below | 86 | 27.0 |

Junior high school | 184 | 57.7 | |

Senior high school | 41 | 12.9 | |

college or university degree or above | 8 | 2.5 | |

Mother's education level | Primary School or below | 150 | 47.0 |

Junior high school | 142 | 44.5 | |

Senior high school | 21 | 6.6 | |

college or university degree or above | 6 | 1.9 | |

Total | 319 | 100.0 |

Table4-1 lists the basic situation of the subjects in this study, including their grade, major, gender, parent’s situation and etc. It is shows that the following two key points:

(1): In the “When did you start to understand English classes” column, “The first term of the year junior high school”；“The second term of the year junior high school”；“The first term of the second year of junior high school” and “The first term of the third year of junior high school” accounted for the largest proportion of this part. The percentage is as follow: “The first term of the year junior high school” takes 29.8%,“The second term of the year junior high school”takes20.1%,“The first term of the second year of junior high school” takes 19.4%,“The first term of the third year of junior high school” takes 12.2%.The three choices about: “This does not happen”, “in the primary school” and “in the vocational schools”, which take the minimum percentage in this study. Among the three choices, “This does not happen” takes 0.6%, the others both takes 1.3%.

(2) Among the 319subjests, who live in the single-parent families accounted for the small proportion, and most of parents of the subjects are farmers, the percentage as follows: father: 42.0%, mother: 44.8%; and the survey of their parents’ education level shows that the education level of the most of parents’ is not very high, and most of fathers only have the junior high school degree, the percentage is 57.7%, in addition, most of mothers only have the primary school degree or below, this part take 47.0%.

Mean, also called "the arithmetic Mean value", it is to point to a group of several Mean values. This sample’s mean reflects the variable values of central tendency, or the average level, is the most commonly used by basic statistics. Standard Deviation, also called mean square error, in statistics and probability theory, the standard deviation shows how much variation or “dispersion” exists from the average (mean, or expected value). A low standard deviation indicates that the data points tend to be very close to the mean, whereas high standard deviation indicates that the data points are spread out over a large range of values. This research used descriptive statistics to analysis each school concentrated situation and dispersion degree. As a result of all the aspects of each factor of this questionnaire are not the same, which include the different item numbers, it is not convenient to observe and comparison them, So we use the mean, standard deviation, maximum, minimum divided by all aspects of item numbers, to find out the average mean, the standard deviation of each item, the maximum number and the minimum value (table 4-2) to test the overall level of vocational students English learning weariness degree.

**Table4-2**

**：**

**Descriptive statistics of**

**the results of data sheet**

factor | N | The average mean | The standard deviation | maximum | minimum | Items | |

Behavior factor | 319 | 2.785 | 1.413 | 5 | 1 | 8 | |

motivation factor | 319 | 2.333 | 1.270 | 5 | 1 | 5 | |

Emotion factor | 319 | 2.773 | 1.354 | 5 | 1 | 6 | |

Attitude factor | 319 | 2.627 | 1.328 | 5 | 1 | 5 | |

Personality factor | 319 | 3.088 | 1.317 | 5 | 1 | 7 | |

Health factor | 319 | 2.266 | 1.270 | 5 | 1 | 2 | |

Experience factor | 319 | 2.872 | 1.377 | 5 | 1 | 8 | |

Family factor | 319 | 2.406 | 1.281 | 5 | 1 | 10 | |

Social factor | 319 | 2.337 | 1.286 | 5 | 1 | 7 | |

School factor | 319 | 2.729 | 1.319 | 5 | 1 | 8 | |

Valid N (leastwise) | 319 | ||||||

The table 4-2 shows that the degree of English Learning weariness among the students in the secondary vocational school is quite high. The psychology indicators of English Learning Weariness are close to or greater than the average number “three”, the average number “mean” is between 2.266 and 3.008. Moreover, although the average number is not beyond the scale which(line of 3.5 or 4.5 is prescribed as high), and the standard deviation, the maximum number, and minimum number all fall in the top or end or the lower end of the range. The factors’ standard deviation is between 1.270 and 1.413. It proves that the English Learning Weariness situation of the secondary vocational students is serious, and there is a great difference in terms of weariness characteristics and causes, and which shows a tendency of being highly fragmented, uneven and polarized.

**4.2 Results in relation to the second research question**

The second research question is: What are the differences among the degree of English Learning Weariness of secondary vocational students in terms of gender, major, and grade? The author first made a one way ANOVA (Howell, David, 2002) In statistics, one-way analysis of variance is a technique used to compare means of ten or more samples (using the F distribution). This technique can be used only for numerical data ), and then, a t-test is made to find out whether there are differences in their gender; after that, the author take the Post Hoc Tests method to make a comparison.(In the design and analysis of experiments, post-hoc analysis consists of looking at the data—after the experiment has concluded—for patterns that was not specified a priori. It is sometimes called by critics data dredging to evoke the sense that the more one looks the more likely something will be found.)

### 4.2.1 The difference between in terms of gender:

**Table4-3**

**：**

**one-way ANOVA**

**（**

**different gender**

**）**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 13582.998 | 1 | 13582.998 | 30.838 | .000 |

Within Groups | 139629.021 | 317 | 440.470 | ||

Total | 153212.019 | 318 |

**Table4-4: the differences between different genders**

Factor | gender | N | Mean | T |

Behavior factor |
male | 211 | 23.98 | 5.852 |

female | 108 | 19.05 | ||

Motivation factor | male | 211 | 12.31 | 4.031 |

female | 108 | 10.40 | ||

Emotion factor |
male | 211 | 17.40 | 3.815 |

female | 108 | 15.33 | ||

Attitude factor | male | 211 | 14.10 | 5.884 |

female | 108 | 11.24 | ||

Personality factor | male | 211 | 22.30 | 3.026 |

female | 108 | 20.29 | ||

Health factor | male | 211 | 4.72 | 2.270 |

female | 108 | 4.17 | ||

Experience factor | male | 211 | 24.02 | 3.323 |

female | 108 | 21.31 | ||

Family factor | male | 211 | 24.86 | 3.032 |

female | 108 | 22.49 | ||

Social factor | male | 211 | 17.43 | 4.340 |

female | 108 | 14.46 | ||

School factor | male | 211 | 23.01 | 4.312 |

female | 108 | 19.79 |

Table4-3 showed that for different gender, P=.000<.05, so there is significant difference of different gender. The t-test result of table4-4 showed that the degree of the boy students’ English learning weariness is more serious than girl students, especially in behavior factor, attitude factor, learning experience factor, school factor and social factor. Take the behavior factor for example, the boy’s “Mean” is 23.98, but the girl’s is 19.05, “T” is 5.582.so we found that the boy students’ degree is more serious than girl students.

### 4.2.2 The difference between in terms of majors:

**Table4-5**

**：**

**One-way ANOVA (different majors)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 17310.424 | 6 | 2885.071 | 6.623 | .000 |

Within Groups | 135901.595 | 312 | 435.582 | ||

Total | 153212.019 | 318 |

**Table4-6:**

**Multiple Comparisons (differences among different majors)**

(I) major | (J) major | Mean Difference (I-J) | Sig. | ||

Industrial and civil architecture | Computer accounting | 24.4752(*) | .000 | ||

Computer | 16.3073(*) | .012 | |||

Numerical control | 10.0667 | .637 | |||

Hydropower Construction | 19.1989(*) | .001 | |||

Electronic technique | 16.4928 | .141 | |||

E-commerce | 17.6889(*) | .012 | |||

Table4-5 shows that for between groups, sig is .000<.05; so there is significant difference of different majors. To make a further research of the relationship among the different majors, Post Hoc Test is used. Table 4-6 shows the difference between different majors, from their mean differences, we can see that, the major of “industry and civil architecture” attached the highest level in the table. So we can infer that the degree of English learning weariness among the students in the secondary vocational school of this major is more significant than the degree of other majors.

### 4.2.3 The difference between in terms of grades:

**Table4-7**

**：**

**One-way ANOVA (different grades)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 45.592 | 1 | 45.592 | .094 | .759 |

Within Groups | 153166.427 | 317 | 483.175 | ||

Total | 153212.019 | 318 |

Table4-7 showed that for between groups, P=.759>.05; so there is no significant difference among different grades.

**4.3 Results in relation to the third research question**

The third research question is: What is the difference of the degree of English Learning Weariness of the secondary vocational students in terms of their parents’ profession? The author first made a one-way analysis of variance to find out the difference among them.

**Table4-8**

**：**

**One-way ANOVA (father’s profession)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 7849.789 | 6 | 1308.298 | 2.808 | .011 |

Within Groups | 145362.230 | 312 | 465.905 | ||

Total | 153212.019 | 318 |

**Table4-9**

**：**

**Multiple Comparisons (father’s profession)**

(I) fathers profession | (J)fathers’ profession | Mean Difference (I-J) | Sig. |

Businessmen in Jiangxi | Businessmen in other place | 10.6944 | .887 |

worker | .6944 | 1.000 | |

farmer | 4.9142 | .989 | |

teacher | -9.7500 | .999 | |

cadre | -6.2500 | 1.000 | |

The others | -6.2935 | .970 |

**Table**

**4-10**

**:**

**one-way ANOVA (mother’s profession)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 6549.806 | 6 | 1091.634 | 2.322 | .033 |

Within Groups | 146662.213 | 312 | 470.071 | ||

Total | 153212.019 | 318 |

**Table4-11**

**：**

**Multiple Comparisons (mother’s profession)**

(I) mothers’ profession | (J)mothers’ profession | Mean Difference (I-J) | Sig. |

Businessmen in Jiangxi | Businessmen in other place | 12.3583 | .903 |

worker | .2116 | 1.000 | |

farmer | 3.9387 | .998 | |

teacher | -15.4902 | .971 | |

cadre | .1765 | 1.000 | |

The others | -4.9514 | .993 |

Table4-8, table4-10 shows that for between groups, P=.011<.05; P=.033<.05, table4-9, form table4-11, we found that the number of “P” both>.05, it shows that there is no significant difference in terms of their parents’ profession.

**4.4 Results in relation to the forth research question**

The forth research question is: What is the difference of the degree of English Learning Weariness of the secondary vocational students in terms of their parents’ education level? The author first made a one-way analysis of variance to find out the difference among them.

**Table4-12**

**：**

**One-way ANOVA (mother’s education level)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 669.712 | 3 | 223.237 | .461 | .710 |

Within Groups | 152542.307 | 315 | 484.261 | ||

Total | 153212.019 | 318 |

**Table4-13**

**：**

**One-way ANOVA (mother’s education level)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 101.876 | 3 | 33.959 | .070 | .976 |

Within Groups | 153110.143 | 315 | 486.064 | ||

Total | 153212.019 | 318 |

Table4-12, table4-13 showed that for between groups, P=.710>.05; P =.976>.05, so there is no significant difference in terms of their parents’ education level.

**4.5 Results in relation to the fifth research question**

The fifth research question is: What is the difference of the degrees of English Learning Weariness of the secondary vocational students in terms of the question “from when not to understand English lessons?” The author first made a one-way analysis of variance to find out the difference among them.

**Table4-14**

**：**

**One-way ANOVA (from when not to understand English lessons)**

Sum of Squares | df | Mean Square | F | Sig. | |

Between Groups | 19788.835 | 8 | 2473.604 | 5.747 | .000 |

Within Groups | 133423.184 | 310 | 430.397 | ||

Total | 153212.019 | 318 |

Table-4-14 showed that for between groups, P=.000<.05, so there is significant difference between in terms of the question “from when not to understand English lessons”. And to make a further research, a post hoc test is used to make a multiple comparisons; the dependent variable is the degree of the English learning weariness.

**Table4-15:**

**Multiple Comparisons**

**（**

**from**

**when not to understand English lessons**

**）**

(I) time | (J) time | Mean Difference (I-J) | Sig. |

5 | 0 | 17.4487 | .995 |

1 | -22.5881(*) | .000 | |

2 | -18.0357(*) | .021 | |

3 | -13.8255 | .228 | |

4 | -16.8621 | .134 | |

6 | -5.6346 | 1.000 | |

7 | -1.0513 | 1.000 | |

8 | -29.8013 | .487 |

Note: 0: there is no exist 1: the first term in junior grade 1 2: The second term in junior grade 1 3: the first term in junior grade 2 4: the second term in junior grade 2 5: the first term in junior grade 3 6: the second term in junior grade3 7: In vocational school 8:In primary school

Table-4-15 shows that, the question about “the first term in junior grade” sig=.000<.05, so there is significant difference starting from the first term in junior grade 3.

**4.6 Results in relation to the sixth research question**

The sixth research question is: which factors can predict the degree of English learning weariness of secondary vocational school students in terms of the Physical Factors? The author made a stepwise regression to test whether and how physical factors and the English learning weariness degree of vocational school students are correlated.

**Table 4-16 Regression analyses of physical factor and the degree of English learning weariness**

Model summary | Regression matrix | Analysis of variance |
Regression equation |
predictor | ||||

R |
R^{2} |
Beta | t | Sig | F | sig | ||

.184 | .034 | .184 | 3.339 | .001 | 11.148 | .001 |
Y=77.581+.184 X_{2} |
X_{2} |

_{2}= the physical condition of the students in the junior high school

Table 4-16 shows that X2 :physical condition of the students in the junior high school can significantly predict the degree of English learning weariness of the secondary vocational students, Beta=.184, P=.001, R2 =.034, in the analysis of variance, F=11.14, P=.001<0.05, this indicates that there is high significant linear relationship between English learning weariness degree and physical factor; Regression equation is Y=77.581+.184X2, it shows that the secondary vocational students’ physical condition is a very important factor which influence their study, thus we must pay more attention to this issue.

**4.7 Results in relation to the seventh research question**

The seventh research question is: Which factors can predict the English Learning Weariness degree of secondary vocational students in terms of the Learning Experiences factors? Whether the English Learning Weariness degree of vocational students can be predicted by Learning Experiences factors should be tested by regression analysis. The author made the stepwise regression analyses, setting the English Learning Weariness degree as “Dependent variable” and the 7 factors of Learning Experiences factors as “Independent variables”. The results are shown in Table 4-17.

**Table 4-17 Regression analysis of**

**Learning Experiences factors**

Model summary | Regression matrix | Analysis of variance |
Regression equation |
predictor | ||||

R |
R^{2} |
Beta | t | Sig | F | sig | ||

.679 | .461 |
X_{3}:.243X _{5}:.106X _{8}:.095X _{9}:.310X _{10}:.223 |
X_{3}:5.505X _{5}:2.238X _{8}:2.047X _{9}:6.336X _{10}:4.391 |
X_{3}:.000X _{5}:.026X _{8}:.041X _{9}:.000X _{10}:.000 |
53.481 | .000 |
Y=42.573+.310X_{9}+.243X_{3}+.223X_{10}+.106X_{5}+.095 X_{8} |
X_{3, }X_{5,} X_{8,}X _{9, }X_{10} |

_{3}= My study habit is always not good, I cannot concentrate in the class, and I often forget to do my homework, or not to do it at all. X

_{5:=}When I was a green hand in English studying, I cannot treat it seriously. X

_{8:=}Too much more things need to be remembered; I can neither persist in nor remember them. X

_{9}=Even when teachers didn’t punish me into detention, I also don’t want to recite. Anyway, I think it has nothing to do with English learning.X

_{10:= }I cannot pronounce the word, even when the teachers took detention for me to recite. The sooner they are remembered, the sooner they are forgotten.

Table 4-17 shows that X

_{3 }(My study habit is always not good, I cannot concentrate in the class, and I often forget to do my homework, or not to do it at all.)

_{, }X

_{5 }(When I was a green hand in English studying, I cannot treat it seriously.), X

_{8 }(Too much more things need to be remembered; I can neither persist in nor remember them.), X

_{9 }(Even when teachers didn’t punish me into detent-ion, I also don’t want to recite. Anyway, I think it has nothing to do with E-nglish learning.), X

_{10 }(I cannot pronounce the word, even when the teachers too-k detention for me to recite. The sooner they are remembered, the sooner they are forgotten.) can significantly predict English learning weariness degree of secondary vocational students and the Beta=X

_{3}:.243, X

_{5}:.106, X

_{8}:.095, X

_{9}:.310, X

_{10}:.223, P=X

_{3}:.000, X

_{5}:.026, X

_{8}:.041, X

_{9}:.000, X

_{10}:.000, R

^{2}=.461, in the analysis of variance, F=53.481, P=.000<0.05, this indicates that there exist high significant linear relationship between English learning weariness degree and learning experience factor, the Regression equation is Y=42.573+.310X

_{9}+.243X

_{3}+.223X

_{10}+.106X

_{5}+.095 X

_{8}shows that their learning motivation, learning ability, and learning initiative influence their English learning at the starting of English learning.

**4.8 Results in relation to the eighth research question**

The eighth research question is: Which factors can predict the English Learning Weariness degree of secondary vocational students in terms of the Environment factors? Whether the English Learning Weariness degree of secondary vocational students can be predicted by Environment factors should be tested by regression analysis. The author made the backward regression analyses, setting the English Learning Weariness degree as “Dependent variable” and the three factors of Learning Experiences factors as “Independent variables”. The results are shown in Table 4-18.

**Table 4-18 Regression analysis of**

**Learning Experience Environment factors**

Model summary | Regression matrix | Analysis of variance | Regression equation | predictor | ||||

R^{2} |
r | Beta | t | sig | F | sig | ||

0.684 | 0.827 |
X_{1}:.145X _{2}:.305X _{3}:.505 |
X_{1}:3.519 X_{2}:7.174 X_{3}:12.246 |
X_{1}:.000X _{2}:.000X _{3}:.000 |
227.591 | .000 |
Y=17.988+.145X_{1}+.305X_{2}+.505 X_{3} |
X_{1}_{，}X_{2}_{，}X_{3} |

_{1}= parenting factor X

_{2 =}social factor X

_{3 }=school factor

Table 4-18 shows that X

_{1 }(parenting factor)

_{, }X

_{2 }(social factor)

_{,}X

_{3}(school factor) can significantly predict the degree of English learning weariness of secondary vocational students. (Beta = X

_{1}:.145, X

_{2}:.305, X

_{3}:.505, P=X

_{1}:.000, X

_{2}:.000, X

_{3}:.000, R

^{2 }=.684), in the analysis of variance F=227.591, P=.000<0.05, It indicates that there is high significant linear relationship between English learning weariness degree and environment factor; the Regression equation is Y=17.988+.145X

_{1}+.305X

_{2}+.505X

_{3}

_{, }it shows that parenting factor, social factor, school factor have influenced the degree of the English learning weariness of secondary vocational students.

**4.9 Results in relation to the ninth research question**

The ninth research question is: Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the School factors? Whether the English Learning Weariness degree of secondary vocational students can be predicted by a School factors should be tested by regression analysis. The author made the backward regression analyses, setting the degree of English Learning Weariness as “Dependent variable” and the 8 factors of Learning Experiences factors as “Independent variables”. The results are shown in Table 4-19.

**Table 4-19: Regression analysis of**

**school factors**

Model summary | Regression matrix | Analysis of variance | Regression equation | predictor | ||||

R^{2} |
r | Beta | t | sig | F | sig | ||

0.650 | 0.806 |
X_{25}:.191 X_{32}:.154X _{39}:387X _{40}:079X _{53}:.204X _{64}:.088X _{65}:.130 |
X_{25}:4.959X _{32}:3.865X _{39}:9.022X _{40}:2.161X _{53}:5.339X _{64}:2.359X _{72}:3.726 |
X_{25}:.000X _{32}:.000X _{39}:000X _{40}:031X _{53}:.000X _{64}:.019X _{72}:.000 |
82.499 | .000 |
Y=29.911+.191X_{25}+.154X_{32}+.387X_{39}+.079X_{40}+.204X _{53}+.088X_{64}+.130 X_{72} |
X_{25,}X_{32,}X _{39,}X_{40,}X _{53,}X_{64,}X _{72} |

_{25 }=In my opinion, vocational English courses should be canceled. X

_{32 }= I am lack of interest in many of vocational English courses. X

_{39 }= English test is always the subject of items we usually done, so I find it too boring, then I am not interested in learning English any more. X

_{40 }= The teacher’s teaching style is always the same, after a long time, I’ was not interested in it. X

_{53 }=I rarely get the praise and recognition from my teacher in my English learning. X

_{64 }=The teachers frequently criticized me, so I have lost confidence in learning. X

_{72}= After I went to the vocational school, I always think the emotional issues between the male and female students occupy my thoughts.

Table 4-19 shows that X

_{25 }(In my opinion, vocational English courses should be canceled.), X

_{32 }(I am lack of interest in many of vocational English courses.), X

_{39 }(English test is always the subject of items we usually done, so I find it too boring, then I am not interested in learning English any more.), X

_{40 }(The teacher’s teaching style is always the same, after a long time, I’ was not interested in it.), X

_{53}(I rarely get the praise and recognition from my teacher in my English learning.), X

_{64}(The teachers frequently criticized me, so I have lost confidence in learning.), X

_{72}(Since I’ve been to the secondary vocational school, the emotional issues between girls and boys often take my time.) can significantly predict the degree of English learning weariness of secondary vocational students (Beta=X

_{25}:.191, X

_{32}:.154, X

_{39}:387, X

_{40}:079, X

_{53}:.204, X

_{64}:.088, X

_{65}:.130)and has achieved the significant level (P=X

_{25}:.000, X

_{32}:.000, X

_{39}:000, X

_{40}:031, X

_{53}:.000, X

_{64}:.019, X

_{72}:.000<.05). R

^{2}=.684, in the analysis of variance, F=82.499, P=.000<0.05, it indicates that there is high significant linear relationship between the degree of English learning weariness and school factor; the regression equation is Y=29.911+.191X

_{25}+.154X

_{32}+.387X

_{39}+.079X

_{40}+.204X

_{53}+.088X

_{64}+.130X

_{72}

_{, }it shows that the teaching style, teacher’s attitude, the content of the test and the relationship among the students have influenced the degree of English learning weariness of secondary vocational school students.

**4.10 Results in relation to the tenth research question**

The tenth research question is: Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Social factors? Whether the degree of English Learning Weariness of vocational students can be predicted by social factors should be tested by regression analysis. The author made the backward regression analyses, setting the degree of English Learning Weariness as “Dependent variable” and the 7 factors of Learning Experiences factors as “Independent variables”. The results are shown in Table 4-20.

**Table 4-20: Regression analysis of**

**Social factors**

Model summary | Regression matrix | Analysis of variance | Regression equation | predictor | ||||

R^{2} |
r | Beta | t | sig | F | sig | ||

0.502 | 0.709 |
X_{14}:.203X _{18}:.250X _{31}:.166X _{45:.}098X _{51}:.153X _{52}:.211 |
X_{14}:4.489X _{18}:5.080X _{31}:3.637X _{45}:2.278X _{51}:3.379X _{52}:4.557 |
X_{14}:.000X _{18}:.000X _{31}:.000X _{45}:.023X _{51}:.001X _{52}:.000 |
52.494 | 0.000 |
Y=42.375+.203X_{14}+.250X_{18}+.166X_{31}+.098X_{45}+.153X_{51}+.211X_{52} |
X_{14},X_{18},X _{31, }X_{45,}X _{51},X_{52} |

_{14}= I think society is too corrupt, and must be rich and powerful; learning is useless, learning English is even more useless. X

_{18 }= People alive is just for happy, learning English is too hard, it does not matter. X

_{31 }=I think everyone is here just want to get the diploma, so do I. X

_{45 }= I think my English is just to pass the exam, do not hinder me get diploma. X

_{51 }= I think that there are few employment opportunities for the vocational students in our society, so I unmotivated. X

_{52 }= I never thought that the English results will be good or bad necessarily linked with employment and further education.

Table 4-20 shows that X

_{14}(I think society is too corrupt, and must be rich and powerful; learning is useless, learning English is even more useless.), X

_{18}(People alive is just for happy, learning English is too hard, it does not matter.), X

_{31}(I think everyone is here just want to get the diploma, so do I.), X

_{45}(I think my English is just to pass the exam, do not hinder me get diploma.), X

_{51}(I think that there are few employment opportunities for the vocational students in our society, so I unmotivated.), X

_{52}(I never thought that the English results will be good or bad necessarily linked with employment and further education.) can significantly predict English learning weariness degree of vocational students (Beta=X

_{14}:.203, X

_{18}:.250, X

_{31}:.166, X

_{45:.}098, X

_{51}:.153, X

_{52}:.211) and has achieved the significant level (P=X

_{14}:.000, X

_{18}:.000, X

_{31}:.000, X

_{45}:.023, X

_{51}:.001, X

_{52}:.000<.05). R

^{2 }=.502, in the analysis of variance, F=52.494, P=.000<.05, this indicates that there exist high significant linear relationship between the degree of English learning weariness and social factor; the regression equation is Y=42.375+.203X

_{14}+.250X

_{18}+.166X

_{31}+.098X

_{45}+.153X

_{51}+.211X

_{52}

_{, }it shows that their wrong view of society have influenced the degree of the degree of English learning weariness of secondary vocational students.

**4.11 Results in relation to the eleventh research question**

The eleventh research question is: Which factors can predict the degree of English Learning Weariness of secondary vocational students in terms of the Parenting factors? Whether the degree of English Learning Weariness of secondary vocational students can be predicted by parenting factors should be tested by regression analysis. The author made the backward regression analyses, setting the degree of English Learning Weariness as “Dependent variable” and the 10 factors of Learning Experiences factors as “Independent variables”. The results are shown in Table 4-21.

**Table 4-21: Regression analysis of**

**parenting factors**

Model summary |
Regression matrix | Analysis of variance | Regression equation | predictor | ||||

R^{2} |
r | Beta | t | sig | F | sig | ||

0.395 | 0.629 |
X_{24}:.210X _{41}:.085X _{44}:.254X _{47}:.089X _{56}:.108X _{59}:.151X _{68}:.154 |
X_{24}:.4.488X _{41}:1.705X _{44}:.5.101X _{47}:.1.741X _{56}:.2.709X _{59}:.3.063X _{68}: .3.300 |
X_{24}:.000X _{41}:.089X _{44}:.000X _{47}:.083X _{56}:.038X _{59}:.002X _{68}: .001 |
29.06 | .000 |
Y=40.956+.210X_{24}+.085X_{41}+.254X_{44}+.089X_{47}+.108X_{56}+.151X_{59}+.154X_{68} |
X_{24}X _{41}X _{44}X _{47}X _{56}X _{59}X _{68} |

_{24}= I am disgusted with the excessive interference of my parents; they want to intervene anything of me. X

_{41}= The family learning environment is not good for me; I find it difficult to concentrate on studying. X

_{44 }= Parents will only accuse me of bad grades, which makes me feel that does not make sense to learn more. X

_{47 }= My parents have never regardless of my study result, English as well. X

_{56 }=My parents never insisted that learning guide me, and help me to develop good study habits. X

_{59 }= no matter what I have some progress or not in English learning, my parents have never praised me. X

_{68 }= My family has a good social relationship; I think even if I don’t study hard, I will also have a good future.

Table 4-21 shows that X

_{24}(I am disgusted with the excessive interference of my parents; they want to intervene anything of me.), X

_{41}(The family learning environment is not good for me; I find it difficult to concentrate on studying.), X

_{44}(Parents will only accuse me of bad grades, which makes me feel that does not make sense to learn more.), X

_{47}(My parents have never regardless of my study result, English as well.), X

_{56}(My parents never insisted that learning guide me, and help me to develop good study habits.), X

_{59}(no matter what I have some progress or not in English learning, my parents have never praised me.), X

_{68}(My family has a good social relationship; I think even if I don’t study hard, I will also have a good future.) can significantly predict the degree of English learning weariness of secondary vocational students (Beta=X

_{24}:.210, X

_{41}:.085, X

_{44}:.254, X

_{47}:.089, X

_{56}:.108, X

_{59}:.151, X

_{68}:.154) and has achieved the significant level (P=X

_{24}:.000<.05; X

_{41}:.089>.05; X

_{44}:.000<.05; X

_{47}:.083>.05; X

_{56}:.038<.05; X

_{59}:.002<.05; X

_{68}:.001<.05). R

^{2}=.395, in the analysis of variance, F=29.06, P=.000<.05, it indicates that there is high significant linear relationship between the degree of English learning weariness and parenting factor; the regression equation is Y=40.956+.210X

_{24}+.085X

_{41}+.254X

_{44}+.089X

_{47}+.108X

_{56}+.151X

_{59}+.154X

_{68}, it shows that their parents parenting style are seriously bad, and they are both lack of communication, these factors have influenced the degree of the English learning weariness of secondary vocational students.

**4.12 Result of interview**

The interview shows that six of the students interviewed have various degrees of English learning weariness. Among them, except two outstanding students, all of the rest are not very interested in English class, they don’t care about their English class, even thought that it is unnecessary to learn English in the secondary vocational school. Most of them agree that in the secondary vocational school, the vast majority of students don't like English class; these are due to their painful English learning experiences and other factors from society, schools and parenting style, etc. In addition, four teachers all agree that the students which they are teaching in the vocational school all have had various degrees of English learning weariness. Although the teachers have respectively made some progress in order to solve this problem in their teaching, the result is not satisfactory. Worse still, because of the longtime students' English learning weariness, their teachers also express various degrees of teaching weariness; which, without doubt, will bring about a greater negative impact on the English teaching in secondary vocational school.

**4.13 Discussion**

In the following sections, the findings related to the above-mentioned research questions of the present study will be discussed.

### 4.13.1 The descriptive distribution characteristic

The research results show that the degree of English learning weariness in secondary vocational school is very common. The question about “when not to understand the English lessons”, the results shown that only 0.6% of the weak data shown there is someone can understand the English lesson, it is conceivable that almost all vocational students in English class not understand phenomenon, even from the first grade had been listening to close to half of the sample of students do not understand. Over the past few years, the weariness of suffering as well as many years in English class caused of their deformity English learning psychology. Even there is 0.6% of the data show that from the primary school will have to start listening to understand the phenomenon of English classes, we can see that the English weariness serious vocational universality of the status quo.English weariness overall performance of vocational students in this survey is extremely fragmented, uneven, they all meet the average of 2.266-3.008 between the maximum and minimum limit of both ends of the scale of the very serious differences between students weariness causes complex showing weariness polarization of the situation. Although the weariness current situation is worrying, but also shows that secondary vocational students English weariness larger correction, and the complexity of the weariness of the long-term and arduous nature of the counseling and corrective work.