A Research On The Correlation Between High School Students’ Autonomous Learning Ability And Attribution In English Learning

In the process of autonomous learning,there are many factors affecting students’ autonomous learning.Through consulting the literature,it is found that Weiner’s attribution theory has more reference value and guidance to cultivate students’ ALA,(Autonomous Learning Ability)especially in high school English learning.The author sets the attribution theory as a research perspective,using the influence of the success or failure of learning in attribution theory to analyze the overall situation of English autonomous learning in senior high school students,summarize the students’ attribution tendency,and analyze the correlation between the two,and provide some effective and enlightening suggestions for senior high school English teaching.Based on Autonomous Learning Theory and Weiner’s(1974)Attribution Theory,this thesis adopts the method of questionnaire survey to study 255 high school students from Wuming High School,Wu Ming high school and Guangxi national high school in Wuming district,Nanning city.The questionnaire consists of two parts.The first questionnaire is the English ALA questionnaire,which refers to the "learner autonomy scale test book compiled by Pong Weiguo and the comprehensive evaluation index system of students’ ALA compiled by professor Xu Jinfen.According to the classification of Pang Weiguo and others,ALA questionnaire is divided into six dimensions,namely,learning motivation,learning goals and learningplans,learning strategies,learning process,learning results,and external learning environment.The second questionnaire is the Multidimensional Multiattribution Causality Scale(MMCS).Lefcourt,Von Baeyer and others compiled MMCS based on Weiner’s Attribution Theory.This thesis uses the MMCS scale adapted by Wang Xiangdong(1993)and only selects 24 questions of academic achievement attribution,which is divided into four dimensions: ability,effort,luck and context.Through SPSS23.0 statistical software for processing to obtain valid data for analysis this thesis explores three issues:(1)What is the overall situation of English ALA of high school students?(2)What is the overall situation of attribution in English learning among high school?(3)What is the correlation between high school students’ English ALA and the attribution of success or failure?Analysis of the survey results shows:(1)The English ALA of high school students is generally in the middle level and relatively stable.(2)With good education and correct guidance from teachers and family members,the overall situation of attribution of high school students in English learning is positive.In terms of success attribution,high school students attribute their success in English learning to their ability and effort.In terms of failure attribution,high school students attribute their failure in English learning to lack of effort.(3)Statistics show that the correlation between high school students’ ALA and the attribution of success or failure is not significant,and can even be omitted.In the four dimensions of attribution,in the aspect of success attribution,ability is positively correlated with ALA,luck is negatively correlated with ALA,and effort and context have no correlation with ALA.In the aspect of failure attribution,effort is positively correlated with ALA,and there is no correlation between ability,luck,context and ALA.According to the research results of this thesis,the author puts forward the following suggestions: on the one hand,in the future research,if someone wants to improve the English ALA of high school students through the correlation research,he or she can analyze the relationship with the English ALA of high school studentsthrough other research perspectives.Because this survey shows that the attribution of success or failure of high school students has little correlation with English ALA,and the correlation can even be omitted.On the other hand,it is untenable and undesirable for both students and teachers to explain the strengths and weaknesses of ALA with the corresponding reasons or ideas in any dimension of attribution of success or failure,therefore it should be avoided.According to the data of this thesis,there is no correlation between the high school students’ English ALA and the attribution of success and failure on the whole,and the correlation between high school students’ ALA and the subdivision dimensions of attribution of success or failure is not high.which indicating that the attribution of success or failure cannot be used to improve high school students’ ALA.