在中国，英语在科研中有着重要作用，因此，大部分研究生会继续学习英语，尽管他们从6、7岁就开始了这场学习之旅。学习英语多年，但成效却不尽如人意，许多学生会在学习过程中经历瓶颈期，会遇到学习进展缓慢的时候。英语学习高原在语言学中被定义为短暂的中介语石化现象。本研究旨在探讨硕士研究生英语学习高原的具体症状和表现以及研究生对待英语学习高原的态度。本研究以中国T大学的硕士研究生为研究对象，采用问卷调查，收集了274份有效问卷，其中211位学生正处于英语学习高原。本研究同时对11名T大学的硕士研究生进行了相关的半结构化访谈。对问卷的数据作了探索性因子分析之后，提取了五个英语学习高原的关键因子：语言症状、高原症状、情感症状、元认知和文化意识。研究结果表明：首先，一部分硕士研究生会经历英语学习高原。此外，在进行差异分析之后，研究发现，英语学习高原在不同的性别、年级、学科、高原类型、学习反馈和海外经历中存在显著差异。结合访谈数据，本研究确定了两种对待英语学习高原的态度：融入态度和工具态度。融入态度的学生更重视语言环境，对英语学习持有长期观；工具态度的学生则更看重自己的英语够不够用，如果能顺利阅读英文学术文献的话，一般对自己的英语能力感到满意，是否继续学习英语则取决于现实需求的变化。这些证据表明，学生的态度在克服英语学习高原方面有着至关重要的作用。综上所述，本研究采用混合研究法，细化了英语学习高原的具体症状和表现，并探讨了研究生对待英语学习高原的态度，研究结果增进了对中国硕士研究生英语学习高原的理解并强调了态度在克服英语学习高原中的重要性。

Acknowledging the crucial role of academic English, graduate students in China would usually continue their English learning journey, which had started when they were six or seven. Despite their continuous efforts, many students still encounter a period of slow improvement in the process. In linguistics, the English learning plateau is treated as temporary fossilization. This study aims to investigate such English learning plateaus in terms of symptoms and students’ attitudes. Using the survey research method, 274 valid questionnaires (211 of them reported being on the plateau) and 11 interviews were collected from master’s students at T University in China. Explorative Factor analysis identified five key elements of English learning plateaus: linguistic symptoms, plateau symptoms, affective symptoms, metacognition, and cultural awareness. The results disclosed that some master’s students at T University are currently grappling with an English learning plateau. Furthermore, distinct variations were observed among different groups in terms of gender, grade, discipline, plateau type, feedback, and overseas experience. On top of that, two contrasting attitudes to English learning plateaus were identified: interactive and instrumental. Students with an interactive attitude were more motivated to overcome the plateau and view English learning as a long-term process. Conversely, those with an instrumental attitude expressed contentment with their English proficiency as long as they could comprehend academic papers and they only continue their English study when necessary. These findings suggest that students’ attitudes play a crucial part in overcoming English learning plateaus.In short, this study enhances the understanding of English learning plateaus among Chinese master’s students by identifying key symptoms and attitudes associated with these challenges. The findings highlighted the role of attitudes in surmounting English learning plateaus.