Attributions Of English Underachievers In Rural Junior High Schools

The attribution theory originates from America and was put forward by psychologist, Heider (1958). The attribution theory is a psychological theory that explains people’s social behaviors. In1970s and1980s, it was developed by Weiner and at the same time was introduced to China. Researchers in China began to explore how students’attributions for success or failure influence their learning motivation, behaviors and so on. However, few have focused on students in rural junior high schools, especially students with learning difficulty (they are called "underachievers" in the thesis).The New Curriculum Innovation has achieved a significant breakthrough in the cities. However, it hasn’t penetrated into certain areas, especially some rural areas. Because of the factors like special geographical location, cultural environment, qualities of teachers and parents, education innovation goes with difficulties and hardships. As for English, it hardly meets the needs of the innovation. The popularizing of nine-year compulsory education aggravates the increase of underachievers in rural areas, especially English underachievers. What’s more, most English teachers in rural areas are still using traditional methods. Most of the students have lost the interest in learning English.In order to explore English learning and teaching situations, the author has investigated all the rural junior high schools in Mudan District, Heze. A questionnaire about students’attributions was designed to investigate260students from two rural junior high schools. The investigation presents clearly that English underachievers made some negative attributions to English learning which ought to be corrected immediately. According to the results of investigation and the situations of economy, education, and culture in rural areas, the author has put forward several referential solutions to solve the dilemma of English teaching in rural areas.