A Study On The Correlation Between English Attribution Tendency And Learning Motivation Of Junior Middle School Students

In English learning,although some junior high school students spent much time in learning English,they failed to get satisfactory results.Thus,they slowly lost interest and motivation in learning English.Some students attribute their poor English learning to their teacher’s poor teaching or lack of talent for learning English.Only a small number of students attribute to their own learning methods or their own efforts.Junior high school is an important stage for students to form positive attribution and learning motivation.When cultivating and motivating students’ English learning motivations,teachers should be good at guiding students to attribute success to internal factors.It can enhance students’ self-confidence in learning.Students will study harder if they try to attribute failure to internal factors,such as insufficient efforts or unequal methods.Therefore,through this study,the author intends to explore the current situation of junior high school students’ learning motivation and attribution,as well as understanding the correlation of correlation between English learning motivation and attribution tendency.It may do some help to the students’ formation of positive attribution and effective learning motivation.The study takes students of NO.46 Middle School of Nanning as the research object,aiming to explore the answer of the following three questions:(1)What is the overall attribution tendency of Rural Junior Middle School Students’ English Learning?(2)What is the current situation of students’ English learning motivation in Junior Middle School?(3)What is the relationship between English attribution tendency and English learning motivation of junior high school students?Quantitative methods are adopted to find out the answers to these questions andthe main instrument is the questionnaire.The author uses SPSS 19.0 to analyze the collected data.Descriptive statistical analysis,correlation analysis and regression analysis are used to analyze the results.Thus,the following conclusions are drawn:From the collected data of attribution,a majority of students prefer to attribute their English learning to internal factors.According to the survey data,students attribute their current English learning to the following factors: interest,confidence,effort,ability,health,mood and fatigue.From the data of students’ English learning motivation,the order of students’ learning motivation from low to high is as the following: scores,learning situation,going abroad,information media,intrinsic interests,social responsibility,and personal development.From the data of students’ English attribution tendency and learning motivation,whether students attribute English learning to internal attribution or external motivation,it is significantly correlated with the following three dimension of motivation: score,learning situation and personal development.Moreover,the stronger the students’ internal attribution,the greater their motivation for their inner interest and social responsibility in learning English.Meanwhile,the stronger the students’ external attribution,the greater their motivation for going abroad.