2017英語(yǔ)專業(yè)八級(jí)作文話題：厭學(xué)的原因

　　2016專八改革后專八作文類型更趨于題材作文，不僅需要考生對(duì)詞匯及語(yǔ)法的熟悉運(yùn)用更是對(duì)考生思維拓展的一項(xiàng)考察，新東方在線英語(yǔ)專八頻道整理了一系列2017英語(yǔ)專業(yè)八級(jí)作文話題供考生們參考練習(xí)。

　　Does your child hate school? Then it could beYOUR fault

　　孩子討厭上學(xué)嗎?這可能是你的錯(cuò)

　　If you struggle to get your child to go to school in themorning, don't blame them - it could be your fault.

　　如果你很難讓孩子早起上學(xué)，不要責(zé)怪他們，因?yàn)檫@可能是你的錯(cuò)。

　　Our willingness to learn - or lack thereof - issignificantly influenced by our genes, according to alarge study.

　　一項(xiàng)大型研究顯示，我們的學(xué)習(xí)意愿，或不愿學(xué)習(xí)的意愿，受到基因的顯著影響。

　　The researchers found that 40 to 50 per cent of the differences in children's motivation to learncould be explained by their genetic inheritance from their parents.

　　研究人員發(fā)現(xiàn)，兒童學(xué)習(xí)動(dòng)機(jī)的差異，有40%-50%可能是遺傳自他們的父母。

　　Psychologists from Goldsmiths University of London, and Ohio State University in the US studiedmore than 13,000 twins aged nine to 16 from six countries, including the UK, Canada, Japan,Germany, Russia and the US.

　　來(lái)自倫敦金史密斯大學(xué)和美國(guó)俄亥俄州立大學(xué)的心理學(xué)家，研究了6個(gè)國(guó)家1.3萬(wàn)名9-16歲的雙胞胎，這些國(guó)家包括英國(guó)，加拿大，日本，德國(guó)，俄羅斯和美國(guó)。

　　The researchers said they were surprised by the results, believing that the twins' sharedenvironment - elements such as the teachers and the family that they had in common - wouldbe a larger factor than genetics.

　　研究人員說(shuō)他們對(duì)結(jié)果感到驚訝，他們認(rèn)為共享著相同環(huán)境因素，例如老師和家庭的雙胞胎，環(huán)境對(duì)他們的影響應(yīng)該比基因大。

　　Instead, genetics and non-shared-environment factors had the largest effect on the children'smotivation to learn, whereas the shared environment had negligible impact.

　　而結(jié)果顯示，基因和非共享的環(huán)境因素對(duì)孩子的學(xué)習(xí)動(dòng)機(jī)影響最大，而共享的環(huán)境的影響則微不足道。

　　Accordingly, we should not jump to conclusions that a poor teacher or the child themselves is toblame for a lack of motivation in the classroom, the researchers said. 'We had prettyconsistent findings across these different countries with their different educational systems anddifferent cultures,' said Professor Stephen Petrill, of Ohio State University.

　　因此，研究人員說(shuō)，我們不應(yīng)妄下結(jié)論，因缺乏學(xué)習(xí)動(dòng)力就責(zé)備老師或孩子。俄亥俄州立大學(xué)的斯蒂芬-帕特瑞爾教授說(shuō)："從不同國(guó)家、不同教育系統(tǒng)和不同文化背景下，我們得到了相當(dāng)一致的結(jié)果。"

　　'It was surprising. The knee-jerk reaction is to say someone is not properly motivating thestudent, or the child himself is responsible.

　　"這很讓人驚訝。因?yàn)槲覀兿乱庾R(shí)的反應(yīng)是指責(zé)什么人沒(méi)有正確的激勵(lì)學(xué)生，或指責(zé)孩子本人。但我們發(fā)現(xiàn)，孩子所繼承的性格差異本身就對(duì)動(dòng)機(jī)有著巨大的影響。"

　　'That doesn't mean we don't try to encourage and inspire students, but we have to deal withthe reality of why they are different.'

　　"這并不意味著我們不再鼓勵(lì)和激勵(lì)學(xué)生，只是必須了解他們?yōu)槭裁床煌?quot;

　　The results don't mean there is a specific gene for how much children enjoy learning, headded, but they suggest a complex process, involving many genes and gene-environmentinteractions that help influence a child's motivation to learn.

　　影響孩子學(xué)習(xí)樂(lè)趣的并不是某個(gè)特定基因，而是一個(gè)復(fù)雜的過(guò)程，牽涉到很多基因和基因與環(huán)境的相互作用，從而影響了孩子的學(xué)習(xí)動(dòng)機(jī)。

　　The study will be published in the journal Personality and Individual Differences.

　　這項(xiàng)研究將發(fā)表在人格與個(gè)體差異雜志。

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