A Study On Self-Attribution Of High School Students With English Learning Difficulty

In addition to objective factors such as the learning environment,teaching equipment,and the level of teachers,students’ self-attribution is also one of the factors that affect the effect of foreign language learning.Attribution theory is a psychological theory that many scholars are paying attention to now.And many studies have shown that students’ self-attribution is an important factor that affects students’ learning behavior.However,currently,there are few self-attribution results directly targeting students with learning difficulty in foreign languages.The students with English learning difficulty in high school students are a group that high school English teachers need to pay special attention to in the process of teaching.What’s more,the high school stage is an essential period for the development of students’ mental health and In the critical period of learning,in order to promote the development of students’ mental health and enhance the effectiveness of English learning,it is of great significance and value to cut into the research from the angle of the situation of high school students with English learning difficulty and their self-attribution.Therefore,based on Attribution theory,this study conducted a questionnaire survey of110 students with English learning difficulty in Lingchuan high school,Guilin City,and interviewed 16 of them,with the aim of finding out the current situation of self-attribution of students with English learning difficulty and the gender differences in self-attribution of students with learning difficulties,and exploring factors affecting the self-attribution of students with learning difficulties and the reasons for the differences in gender self-attribution of students with learning difficulty.Based on the research results,the study can provide some measures for high school English teachers to correctly guide high school students with English learning difficulty to make appropriate self-attribution in order to improve effectiveness of their English learning.The research questions to be solved in this paper include 1.What is the current situation of self-attribution of high school students with English learning difficulty? 2.Are there gender differences in self-attribution for students with English learning difficulty in high school? If so,what are the differences? 3.What do influence the self-attribution of high school students with English learning difficulty?The study have shown that:(1)On the whole,most of students with English learning difficulty are more inclined to attribute their bad English performance to external factors such as teaching environment,teacher level,etc,or to internal factors such as insufficient efforts,bad learning ability,and stupid head.(2)In terms of gender differences,male and female senior high school students with English learning difficulty learning have significant differences in attribution of internal and external factors.(3)Through the data analysis of questionnaires and interviews,it is found that there are many factors that affect students’ self-attribution.This study concluded that the factors that affect self-attribution of high school students with English learning difficulty mainly come from the following three aspects:(1)Family: Family education and family concept;(2)Students: Students’ self-confidence and personality and emotions;(3)Teachers: Teacher evaluation,guidance and encouragement,etc.According to the survey results,in order to effectively and correctly guide high school English students to self-attribution,promote students’ mental health development and improve the effectiveness of English classroom teaching,this study puts forward some actionable suggestions for both teachers and students.From the perspective of teachers:(1)Students should be correctly evaluated,(2)Students should be encouraged in a timely manner to improve students’ self-confidence;(3)Instruct students to make appropriate selfattribution.From the students’ point of view,(1)Adjust negative emotions in time;(2)Strengthen responsibility for learning.