Junior Middle School Students＇ Self-attribution in English Learning  

作　　者：GAO Yuan-yuan LI Yang 

机构地区：[1]Qingdao University of Science and Technology, Qingdao, China [2]Xi'an International Studies University, Xi'an, China

出　　处：《US-China Foreign Language》2016年第10期706-711,共6页美中外语（英文版）

摘　　要：The study explores the attribution characteristics of junior middle school English learners, hopefully to guide them to form a proper attribution style. Questionnaire method was adopted with 48 students from Chengyang No. 17 as the subjects, the data from the questionnaire were analyzed with SPSS software and comparisons were made between female students and male students. Comparisons between female and male students showed that both female students and male students tend to avoid negative attribution styles, so their attributions are generally positive and desirable. As for differences, male students tend to attribute their English performance to external factors while female students to internal factors. English teachers may tailor the teaching method accordingly, so as to help students remold positive attribution styles, boost their learning motivation, and achieve desirable progress through attribution training.

关 键 词：positive attribution negative attribution English learning GENDER 

分 类 号：H319[语言文字—英语] G63[文化科学—教育学]