An Interference Study On The Relationship Between The Attributional Training And Students’ Attributional Styles, The Choice Of Language Learning Strategies And Academic Achievements In Higher Vocational College

In the field of foreign language learning and second language learning, generallyspeaking, learners normally face problems with learning efficiency both nationwide andworldwide. There is a big difference in students’ output ability even under the same languageinput and in the same learning environment. Therefore an important factor-LanguageLearning Strategy (LLS) has been brought to the notice of the academia. Among the factors ofLanguage Learning Strategy, the motivation proves to be the key factor.Motivation is closely related with attribution (the process of deduction and causalexplanation of personal learning success and failure by analyzing external behaviors of othersand oneself), and consequently, learner’s Attributional Style has a close relationship with theirchoice of learning strategies. However, so far there are limited studies on the relationshipbetween the Attributional Style and LLS. As a matter of fact, the study on the relationshipbetween Attributional Style and Language Learning Strategy use has been neglected. At thesame time, research on the relationship between Attributional Training and Attributional Styleand relationship between Attributional Training and the improvement of Language LearningStrategy use remains very much worthwhile.Higher Vocational College English Majors, as a special group, form a special communitywho are more demanding in professional skills whereas their general cognitive ability of theworld and their grasp of the non-English subjects might be lower than theirpeers-undergraduate English majors in universities. The improvement of their language outputability remains a big problem for educators. Researches about this group are of uniquesignificance. Hence, the research on the relationship among the Attributional Style, the choiceof Language Learning Strategy and the improvement of their Academic Achievement is ofcertain practical significance.Psychologist Weiner classified the main attributions into four factors: ability, endeavor,task and fortune and provided an attribution mode of three dimensionalities from the sourcesof reason, stability and controllability. The mode provides the direction for studying thelearner’s learning behavior, as well as the correlative information about the LanguageLearning Strategy and Academic Achievements.Based on the above-mentioned theory and reasons, the author designs an experimentwith intent to solve the following three basic questions: 1. What’s the relationship between Attributional Training and students’ AttributionStyles?2. What’s the relationship between Attributional Training and students’ choice ofLanguage Learning Strategies?3. Could Attributional Training eventually improve students’ Academic Achievements?The research comparison.90students of two classes of English Majors which are of thesame English level in Yun Cheng Higher Vocational College, take part in the experiment. Theresearcher analyzes the students’ tendency of LLS use, Attributional Styles and therelationship between Attributional Training and Attributional Style and relationship betweenAttributional Training and Language Learning Strategy. The researcher tries to find out theinfluence of Attritutional Training on final Academic Achievements after3months’Attributional Training. Subjects are interfered by Attributional Training after the datacollection of pretest, and then posttest is made to explore the difference. After the dataanalysis of questionnaires, the researcher makes the following conclusions:1. The3months’ Attributional Training has a great influence on students. It has helpedstudents develop positive attribution habit. More students tend to attribute their failure andsuccess to external and controllable factors.2. Attributional Training has affected students’ choice of Language Learning Strategy.There exists a significant difference of experimental class in the aspects of cognitive strategy,compensation strategy, memory strategy, affective strategy and social strategy.3. Attributional Training has improved students’ Academic Achievements. The academicperformance of students from experimental class has been improved after the AttributionalTraining.In general, Attributional Training can affect students’ Attributional Style and LanguageLearning Strategy use and finally improve their Academic Achievements.