A Study On The Correlation Among English Learning Attribution,English Learning Strategies And English Achievement Of Senior High School Students

The National English Curriculum Standard for Senior High Schools(2017 Edition)clearly states that developing students’ ability to use learning strategies is the main way to improve thier learning ability,and learning attribution is one of the main factors affecting students’ choice of learning strategies.The literature shows that domestic scholars have studied English learning attribution and learning strategies from multiple perspectives,but there are few studies on the correlation among English learning attribution,learning strategies and English scores of senior high school students.Therefore,this study carried out an empirical study on English learning attribution and learning strategies of high school students,aiming to explore the correlation between English learning attribution and learning strategies,as well as the impact of both on English achievement.This study takes senior high school students’ English learning attribution scale and senior high school students’ English learning strategy scale as research tools to investigate258 senior high school students in a middle school in Zhangzhou through literature analysis,questionnaire survey and statistical analysis method,aiming to explore the following three questions :1.What is the current situation of senior high school students’ attribution tendency in English learning?2.What is the frequency of senior high school students’ using English learning strategies?3.Is there any correlation among senior high school students’ English learning attribution,learning strategies and English achievements?Through the data analysis,the results indicate that:1.The attribution tendency of senior high school students in English learning is generally at a medium level(m=2.95).Among them,the tendency to classify English learning achievement as effort factor is the strongest(m=3.56),while the tendency to classify English learning achievement as situational factor is the lowest(m=2.41).2.The frequency of senior high school students’ using English learning strategies are generally at a medium level(m=2.99),among which compensation strategy is the most frequently used(m=3.06)and affective strategy is the least frequently used(m=2.76).3.There is a partial correlation among English learning attribution,learning strategy and academic achievement.First of all,the results through pearson correlation analysis and regression analysis show that among the four dimensions of English learning attribution,only two dimensions,namely,effort attribution and luck attribution,have a predictive effect on academic achievement.And effort attribution has a positive predictive effect on English achievement,which can predict 8.8% of English achievement,while luck attribution has a negative predictive effect on English achievement,which can predict 3.7% of English achievement.The combination of effort attribution and luck attribution can predict 12.6% of English achievement.Secondly,the results through pearson correlation analysis and regression analysis show that among the six dimensions of learning strategies,only metacognitive strategies can have a positive predictive effect on English achievement,which can effectively explain 5.7% of English achievement.Thirdly,the mediating effect test shows that metacognitive strategies play a partial mediating role between effort attribution and English achievement,and metacognitive strategies and effort attribution can effectively explain 11.8% of English achievement.Metacognitive strategies also play a partial mediating role between luck attribution and English achievement,in which metacognitive strategies and luck attribution can effectively explain 8.3% of English achievement.Finally,there is a partial correlation between English learning attribution and learning strategies.Based on the above results,the author puts forward teaching suggestions from three aspects,namely,guiding students to correctly attribute,strengthening autonomous learning ability and creating effective classroom,in order to make teachers attach importance to English learning attribution and learning strategies,and guide students to correctly attribute,effectively use learning strategies and improve their English achievement.