1. 研究目的与意义（文献综述）

the 21st century is an information age characterizedby the competition of knowledge and the rapid development of science andtechnology. with the implementation and advancement of the “belt and road” strategy, cultivatingforeign language talents is becoming more and more important and urgent,especially for the english talents. as the reserve force of english talents，what the englishmajors are facing need to be solved urgently. whether english majors canovercome the interference of negative factors in the learning process, makefull use of their own positive psychological capital, and improve learningefficiency has become a concern of english instructors. because of the long-termschoolwork pressure and burden，the english majors may drain their energy during the english learningprocess. in addition, their enthusiasm for schoolwork and activities can fadeaway, and alienation from their classmates, as well as their negative attitudetowards their studies.

this phenomenon above refers to learning burnout, whichoriginated from job burnout, composed of three components, dejection, and improperbehavior and reduced personal accomplishment. studies at home and abroad showthat college students are at high risk of learning burnout. english majors arealso included as part of such studies. if learning burnout occurs, it willinevitably affect learning quality of english majors, which may pose a greatinfluence to their future development. what’s worse, it will do harm to theadvancement of our national strategy, the "belt and road" and isharmful for the development of our country from a long-term perspective. thus,we are supposed to attach great importance to the students’ learning burnout.

under the framework of positive psychologyand active organizational behavior, luthans et al. put forward the concept ofpositive psychological capital, abbreviated as psychological capital, anddefine it as an individual’s positive psychological state of development and ischaracterized by: self-efficacy, optimism, hope and resiliency. theoretically,positive psychological capital, as a positive psychological orientation, willhave a positive impact on the learning among english majors. besides, psychologicalcapital plays an increasingly important role in the study and life ofcontemporary college students, including english majors and can be improvedthrough targeted training. the previous researches show that there is a closerelationship between learning burnout and psychological capital. there havebeen a lot of studies on the relationship between psychological capital andlearning burnout of college students. however, these previous researches aremostly related to medical students. the study on the relationship betweenpsychological capital and learning burnout among english majors has not yetbeen seen.

2. 研究的基本内容与方案

基本内容：

i. figuring out the currentsituation of psychological capital and learning burnout among english majorsthrough positive psychological capital questionnaire and maslach burnoutinventory-student survey, taking school of foreign languages of wuhanuniversity of technology as an example.

ii. making use of spss 23 toanalyze the relationship among variables, especially the relationship betweenpsychological capital and learning burnout.

3. 研究计划与安排

before 1st january : settlement of the title

before 1st march: submission of the outline

before 15th april : submission of the first draft

4. 参考文献（12篇以上）

[01]an, r. amp; zhang, z. h. relationship between psychological capital andlearning burnout among college students: the moderation effect of lifesatisfaction [j]. chinese journal ofschool health, 2016(25).

[02]breso′, e. amp; schaufeli, w. b. amp; salanova, m. can a self-efficacy-basedintervention decrease burnout, increase engagement, and enhance performance? aquasi-experimental study. high educ [j], 2011 (61):339–355.

[03]jiang, j. g. amp; tian, f. j. mediating role of positive psychological capitalin relationship between professional identity and learning burnout in highervocational nursing students [j]. chinesejournal of behavioral medicine and brain science, 2018, 27(9):839-842.