II. The External Factors of Junior Middle School Students’ English Learning Weariness

2.1 Social Factors

  Society is a complicate factor and has influenced student’s learning from many prospects. It is because of the lack of native language environment that Chinese students feel so difficult in learning English. And junior middle school students mainly master the English language by relying on rote learning and have little chance to practice in real condition. So life is lake of communication of English environment and knowledge is learned by mechanical drills, which conversely contributes to a stable interest in learning.

  English has been widely recognized by the evaluation of examination rather than application in modern Chinese society. It’s a phenomenon that English teachers often say that you should master this knowledge on account of its occurring in the exam. From that it can be said that current English learning for examination is oriented in the English teaching and the students regard the examination as the center in the school. Their only aim is to get good grades forgetting real meaning of English learning. But the fact is that the students need to apply English knowledge to communication in society. At the same time, this kind of exam that regard the exam as the main means of evaluation can cause the fear and rejection among students. Mostly worse, it also inevitably makes students deny their interest and desire towards English learning.

2.2 School Factors

   First, the current school teaching evaluation criteria and rating system have some defects. The concept of quality education can not completely carry out in junior school English teaching. In school, score is the evaluating criteria for students’ learning ability and teachers’ teaching ability which directly cause teachers only seek for the proportion of students entering schools of a higher level. However, examination-oriented education aims to increasing the rate of further education which is just like an invisible magic wand, directing the teachers and students involved. As a result, they are unable to extricate and save themselves. In front of a lot of pressure, some of the students abandon study, causing a lot of harm to them as well as affecting their mental and physical health and good behavior habits. The weariness of English in junior middle school is not surprising, or even it becomes a matter of course.

   Second, teachers want to see results quickly. Under the influence of utilitarian thinking, the scores of students decide on the appraisement of teachers. It also reflects the prestige and status of a school. Besides, it is the direct factor for the school to expand the scale and keep students. Therefore, some of the teachers take educational methods and means which are contrary to junior physical and mental health, growth and development characteristics. They also work overtime and give students too much schoolwork without paying attention to the cultivation of students’ English proficiency. At the expense of the physical and mental health of students, teachers pursue the so-called average passing rates, excellent rate. As long as you teach English well, you are the excellent teacher and the backbone. No matter what you mention, the school can promise you and your parents will join. In fact, the situation of teachers is also very difficult, and even forced. Thus, in the process of teaching, teachers lack the patience and confidence, only emphasizing the scores. A key factor of junior middle school English weariness is the bad classroom teaching behavior and methods of teachers. The English classroom teaching of junior middle school is not for improving students’ ability of using language, but for the content of the exam, the test center knowledge. Teachers just teach students repeatedly, as a result, students become weary of English.