The Influence Of Self-attribution On The Choice Of English Learning Strategies Of High School Students

From the 1960s with the advances in the areas of general linguistics, psycholinguistics and cognitive psychology the research emphasis of second language acquisition began to shift from teaching to learning. Part of this research has focused on "the good language learner" and what strategies they adopt to be successful.Nowadays, quality education in China also aims at producing autonomous learners who not only increase their knowledge and skills but also know how to manage their own learning.A lot of constructive researches have been conducted on the description, classification and function of learning strategies employed by learners in the learning process. Some researchers have tried to prove that training in strategies is the facilitator of learner autonomy. However, learning strategies are not absolutely good for all learners in all contexts; factors affecting strategy use have more or less been neglected. It is true that in the process of English learning students are quite different from one another in affective factors, cognitive styles and learning environment, which lead to success or failure in the end. Motivation is one of the most important factors that influence students learning outcomes. Although there has been an increasing amount of interest in the interrelationship of motivation and strategy use in L2 (Oxford&Nyikos, 1989; Schmid et al. 1996; Okada et al. 1996; Wen, 2001), little has been known about the relationship between strategy use and motivation in FLL context.Another variable examined in the study is attribtional beliefs. Self-attribution are sort of causal explanations of the outcomes of one's performance, based on Weiner's attributional theory. In educational settings, four basic causes of achievement are postulated: ability, effort, task difficulty and luck. It is proposed that causal attributions are another type of beliefs that affects learners' motivation to select and use effective learning strategies. Anyhow, there exists a shortage of empirical studies on how self-attribution influence strategy choice in L2 learning.For these reasons mentioned above, the current study has explored the influence...