The Analysis Of Uygur Minkaohan Students’ English Learning Attribution In Yining No.7 Junior High School

Due to economic,geographical environment and other factors,Xinjiang m inority areas of English teaching and learning is in a relatively backward position.How to improve English Teaching in minority areas,especially in Engl ish teaching as the th ird language learning of minority students is the issue to be resolv ed.And it should not only im prove teaching to improve the teachers’ teaching lev el,it is als o more important to adjust the teaching of students’ own characteristics.Attribution theory provides a theoretical premise.Attribution is the interpretation of an individual’ s success or failure,as well as subsequent em otional and learning behavior(Weiner,1985).American psychologist Weiner continued developing the attribution theory based on the Heider’s attribution theory.At pres ent,there are a lot of researches in the field of second language acquisition in China,but there are not many studies on the attribution of junior high school students.In this paper,207 Uygur m iddle school students in the Chinese class in Y ining No.7 junior high school from the Grade seven to the Grade nine did a questionnaire survey,and the extracted 8 students were interviewed.The que stionnaire which was selected was input SPSS to have an analysis.The author cam e to the following conclusions:(1)Uygur Minkaohan students’ attribution is overall positive and healthy,and th ey are m ore inclined to ef fort,interest and attitude controllable attribution.(2)In the external attribu tion,whether high or low grade groups,boys or girls,the learn ing environment and scho ol teachers’ teaching quality are the most important factors in their learning im pact.(3)In the survey of bo ys’ and girls’ attribution,the boys’ attributional tendency is m ore obvious than girls’.In the internal attribution,many boys will be attributed the E nglish learning to th e success.It is internal attribution uncontrollable attribution.Therefore,as a junior high school English teacher which is in the Minkaohan class should have a com prehensive understanding of attribution for Minkaohan students,and guide students to self-correct attribution.T eachers should also continue to set goals for students,help student s improve their awareness of self-ef ficacy.In the classroom teachers should continue to stimulate students’ interest in learning English,and improve teaching quality.Finally,teachers should also pay attention to their words and deeds in teaching,and avoid negative attribution.This study is helpful to that E nglish teachers further understand the Uygur students’ attributional tendency,and take the ef fective training.Teachers should help students strengthen students’ their positive attributi on,and weaken their negative attribution,and prevent students from deviation.In order to stimulate students’ motivation and im prove students’ grades.At the same time,the author hopes this study can provide a case for the study of Attribution theory in this field and m ake a reference for the research about Xinjiang minority education.