The Research Of Students’ English Learning Attribution In Qiao Hua School

Attribution is one’s explanations to his own behavior in general. Since the orientation in 1960 s, the studies of attribution have got much attention and Benard Weiner made great contribution to the development of attribution theory. It is very powerful in helping to explain the orientation of different individuals towards their learning. What’s more,although the research of attribution had a very short history in the field of foreign language learning and teaching, the importance of attribution in foreign language leaning and teaching is obvious. Correct attribution can be useful to stimulate learning motivation so that foreign language learning and teaching can be effective. So it is necessary to conduct more studies on attribution in the field of foreign language learning and teaching. However,most of the studies conducted in China focused on college students rather than middle school students. Therefore, the present research chose middle school students as the participants to investigate their general trend and differences in English learning attribution,and then tried to guide students and teachers to make the right attribution and acquire English learning motivation.The research took 300 students of Qiao Hua School as subjects to investigate their English learning attribution. The general trend of their English learning attribution and the differences of gender, grade as well as score in English learning attribution were investigated. In order to finish the research, the open-ended questionnaire and the self—designed attribution questionnaire were used. The results of the questionnaires underwent a quantitative analysis by SPSS.The result indicated that students in Qiao Hua School tend to attribute English learning to effort, which was relatively positive according to Weiner’s attribution theory.Then the differences between males and females in their English learning attribution were not so much obvious. But students came from different grades and had different scores showed differences in their English learning attribution. By the results, it is easier for us to find proper and effective ways to adjust and remold students’ attribution styles so as to help students to learning English effectively.