An Survey Of College Students’ English Learning Based On Achievement Motivation And Causal Attribution From The Perspective Of CET-4

At present, education in China has aroused great concern by the society, widely and gradually. Educational reform is constantly advancing, and foreign language education goes along with the development of social development. However, in terms of the current situation in Guangxi, college students still have encountered a lot of problems in college English learning, which are caused by the objective factors and the subjective factors as well. In general, the former is more complex; while the latter one can be considered from two dimensions of teaching and learning, namely, affective education and non-intellectual factors. There are a lot of achievements of non-intelligence study gained from the previous researches nowadays. However, about the affective education in college English teaching and learning, specialized inquiry can be rarely found. In fact, it is a real problem, which is closely related to the students’ factors of non-intelligence. Therefore, this kind of research is of importance and value, which is regarded as the answer to the question of "why to choose this topic for research".Inspired by the theories of affective education and based on theories of achievement motivation and attribution the present research analyzes students’learning achievement motivation and causal attribution which can affect test achievement greatly from the perspectives of achievement, internal and external, stable and controlled factors, aiming to reveal how achievement motivation and causal attribution affect students’learning achievement, and then try to discuss the related suggestions. Two questionnaires of AMS and CCMS are adopted in the present research to collect data through investigation. The subjects taken part in the present research are the students randomly selected from four representative universities in Guangxi Zhuang Autonomous Region. All the data are analyzed by SPSS.What the research results show are as follows:(1) In college English learning, most students’motivation of success-pursuing is higher than that of failure-avoiding, and the students who are excellent in English testing were higher than those who are poor in English testing in driving achievement motivation;(2) There are sharply different attributions which students have when facing to success and failure in college English learning; the students who are excellent in English testing will attribute it to their ability and the effort they have made; on the contrary, the students who are poor in English testing will always attribute it to external factors, such condition and luck.