An Investigation On Attribution For Common Senior High School Senior Three Students' English Learning Motivation In Baotou City

In recent years,international exchanges and cooperation are increasing and English become one of the basic requirements for talented people in 21 st century,which has not only become a tool for students to communicate with foreigners,but also become an indispensable basic skill for students in their daily study and life.The new curriculum reform proposes that students are the center in class and teachers are the directors.Thus,students in the whole learning process are the initiators,participants as well as the gainers.For students,there are many factors affecting their English language learning,such as intelligence,gender,interest,motivation,strategy,achievement,etc.A large number of research results show that foreign language learners' learning motivation and attitudes directly affect their academic performance.Strong motivation and positive attitude play a very important role in stimulating students' interest and improving students' English learning achievement.According to attribution theory,the correct attribution can stimulate learning motivation and has positive impact on forming a good learning attitude.Based on the analysis of the literature at home and abroad,the English learning motivation are summarized in this paper.Using the questionnaire designed by Gao Yi-hong et al,the writer investigates the cultural motivation,instrumental motivation,situational motivation and attribution of senior three students in the Fifth Middle School of Northern Heavy Industry to explore the influence of motivation types and individual factors on English learning and tries to answer the following three questions:(1)What is the current situation of senior three students' English learning motivation?(2)What are the differences in English learning motivation among students with different English level?(3)What are the attributions accounting for the different English levels of the students?By the software SPSS 20.0 and excel 2016,the mean and the standard deviation of the original data from the questionnaire were analyzed.The results are as follows:(1)The English learning motivation of senior three students is mainly instrumental motivation.What they value most is examination results,followed by individual development.Among the seven factors of the motivation,the intrinsic interest in cultural motivation is at the end,which indicates that the senior three students lack the intrinsic motivation of learning.(2)The students in high level most value individual development.They think English is an important stepping stone on the way of life and English is a very useful communication tool at present.They have a strong interest in English,especially English songs and English movies.According to the rank of the 7 factors,the writer finds that there is no obvious difference between the students in middle level and low level.Their motivation of learning English come from achievement.What is more,they do not show their fondness of English from the bottom of the heart.(3)Three groups of students attribute their failure in English learning correctly.They do have correct ideas about their failure in their English learning,because they all have their own efforts in the first row while the students in low level fail to attribute their success in English learning,because they put good luck in the first row and ignore the importance of their effort and emphasize the role of external factors in English learning.According to the investigation and teaching experience,the writer tries to put forward three suggestions:(1)Set learning goals and improve intrinsic motivation of learning.(2)Cultivate interest.(3)Build up correct attribution.