A Contrastive Study On The English Learning Attribution Tendencies Of Students In Junior Middle School

We know that the attribution theory has a great influence on the students’ Englishachievements from a variety of attribution researches. As a language teacher, it is very importantto know about the achievement attribution of student. Knowing about the students’ attributionnot only can stimulate their learning motivation, but also influence their learning process andresult. There are few attribution researches about junior middle school students from the presentresearches, and most of them are based on quantitative researches; but the qualitative researchesand the combination of quantitative and qualitative researches are less. Therefore, this studymainly adopts the combination of quantitative and qualitative research methods, and probes intothe characteristics and the similarities and differences of the English achievement attributiontendencies between the junior middle school students with English learning disability andstudents with English learning eugenics. This research explores the following three questions:(1) How about the attribution tendencies of the junior middle school students with Englishlearning disability?(2) How about the attribution tendencies of the junior middle school students with Englishlearning eugenics?(3) What are the similarities and differences of the English achievement attributiontendencies between the junior middle school students with English learning disability andstudents with English learning eugenics?This research mainly adopts the combination of quantitative and qualitative researchmethods, and with the English examination achievement attribution questionnaire and interviewfor the tool, surverys120junior middle school students of Jining institute affiliated middleschool，in which60of them are students with English learning disability and60of them arestudents with English learning eugenics, the result is analyzed by Excel.4students take part inthe face-to-face interview, in which2are students with English learning disability, and the other2are students with English learning eugenics, they are selected from the students who have beengiven questionnaire. The results are:(1) Both students with English learning disability andstudents with English learning eugenics tend to internal attribution, they give the highest priorityto the following internal controllable causes: personal efforts and learning methods etc.(2) Compared with the students with English learning disability, students with English learningeugenics prefer ability.(3) Students with learning eugenics think that the teacher’s help andevaluation have a great influence on the English achievement, but students with English learningdisability don’t think so.Based on the results of the survey, the study concludes the following pedagogicalimplications:(1) Stimulate students’ interest in English learning (2) Enhance students’confidence in English learning (3) Attach great importance to the guidance of learning strategy(4) Set up a good English learning environment...