A Study On Bilingual Senior Ethnic Minority Students’ Attributions In English Language Learning In Urumqi

Recently, more and more attention has been paid to English language teaching inhigh school. There seems to be many factors which will greatly influence the studentson learning English. For example, attribution, as the ways of attribution, to a largeextent, will affect students’ motivation, emotion, and the expectations of their futuresuccess. This thesis is a discussion on self-attribution of bilingual ethnic minoritystudents in Urumqi No.23Middle School.The main purpose of this paper is to explore bilingual senior ethnic minoritystudents’ attribution to their success or failure in learning English in order to helpthose who are in negative ways of attribution to form a positive one, enhance theirlearning motivation, and facilitate their learning of English. The following questionsare to be answered in this research:(1) what is the attribution situation in the processof learning English for bilingual senior ethnic minority students in grade2;(2) forbilingual senior ethnic minority students, how does gender influence their ways ofattribution;(3) and how does their performance in learning English influence theirways of attribution?This study adopts questionnaire and interview to survey320ethnic minoritystudents from Grade2, Xinjiang Urumqi No.23senior high school and to get theresults of their attribution tendencies of their success and failure in ELL. The mainfindings of the research are summarized as follows:(1) generally，ethnic minoritystudents tend to ascribe their success and failure in ELL to five factors, namely,learning methods, personal effort, interest, self-confidence and learning attitude,which are in a positive way;(2) both boys and girls in bilingual classes tend toattribute their success and failure in ELL to internal factors, while boys are moreinclined to attribute to teachers in external factors than girls;(3) the ethnic minoritystudents in both higher and lower English level group tend to attribute their successand failure in ELL to internal factors, while those in higher level group are moreinclined to make external attributions;(4) All in all, the ethnic minority students inbilingual classes make attributions in a positive way, but in the process of learningEnglish, they are lack of purpose and don’t have strong motivation.The study provides some recommendations to both teachers and students. During the process of attribution, bilingual English teachers should try to make an effectiveinstruction for their students about how to attribute in a correct way to improve theteaching efficiency and raise students’ self-efficacy in learning English so as toimprove their English level．...