The Correlation Between Uyghur High School Students’English Pronunciation,Learning Attributions And Self-Concept

With the development of education and adoption of Quality–Oriented policy,more and more scholars concern about English learning and English teaching. Incontrast with primary and junior high school, senior high school educationemphasizes the importance and cultivation of learners’ autonomous learning ability.While self-concept and attribution are two important factors that can be explored inorder to have a better understanding of individuals from the perspective ofpsychology and SLA.Based on the theories of self-concept and attribution, the present study attemptsto probe into the interactions among the English pronunciation self-concept, Englishgeneral self-concept and learning attributions of Uyghur high school students, toseek for some effective approaches to help them improve their Englishachievements.The present study adopts an English phonetic test and a set of English learningquestionnaires which include two questionnaires on English self-concept and anattribution questionnaire for successful and unsuccessful English learners. A surveywas conducted on106Uyghur students from Xinjiang Experimental High school,aiming to find out interactions among the English pronunciation self-concept,English general self-concept and learning attributions.The data collected are subjected to correlation analysis, variance analysis andregression analysis by using SPSS17.0Version.The statistical results of the present study are as follows:(1) English pronunciation self-concept is closely related to English achievementof the high school students.(2) English pronunciation self-concept and general English self-concept of thehigh school students are strongly correlated.(3) Significant others (teachers) have a strong correlation with Englishpronunciation self-concept of the high school students.(4) Students from high school with different levels of English phonetic testsresults attribute their success and failures in different ways. High-achievementstudents incline to attribute their successes to some internal and stable factors, suchas ability and learning methods; however, those with poor English proficiency arelikely to regard it as some unstable factors, such as interest and luck.The findings of the present study not only help us get better understanding ofsituations between English pronunciation self-concept and learning attribution but also prove that English pronunciation self-concept and learning attribution have agreater influence on English learning. Therefore, English teachers should makestudents realize the significance of English pronunciation self-concept on theirlearning and try to help them cultivate their positive English self-concept, improvetheir English learning confidence and change unsuccessful students’ negativelearning attributions. All these will enable students to form positive Englishself-concept and improve their English learning.