A Study On The Relationship Among English Learning Attitudes, Attributions And English Achievements For Non-English Majors Of A Higher Vocational College

The present study adopted quantitative and qualitative approaches, sought to investigate English learning attitudes and students’attribution by using a sample of99non-English major students from Hubei Finance and Taxation Higher Vocational College. Based on the theoretical foundations of Tao Deqing’s attitude theory and Weiner’s attribution theory, the study also examined the interactions among students’English learning attitudes, attributions and their English achievements. This research attempts to explore the answers of the following questions:(1) What is the status quo of non-English majors’attitudes and its relationship with English achievements?(2) What is the status quo of non-English majors’ attributions and its relationship with English achievements?(3) What is the relationship among attitudes, attributions and English achievements?After the analysis of the questionnaire, the results of the study indicate that:(1) There exist a correlation between English learning attitudes and English achievements-the high-scored group of students have fairly good English learning attitudes while the low-scored group of students have slightly low values in the questionnaire of English learning attitude. English learning attitude and English achievement have a positive correlation.(2) There is no significant correlation between attribution and English achievement.(3) There is no significant correlation between English learning attitude and attribution.(4) English learning attitude have a direct impact on English achievement, but attribution have no direct impact on English achievement. Then the following findings from the interviews generally support the above results. The results support the view that English learning attitude and attribution play an important role in language learning. And English learning attitude is a good predictor of English achievement. What’s more, the findings of this study provide some useful insights into English teaching and learning.