试述高校学生外语学习归因倾向及其理解

Foreign Language Learning Causal Attribution and Its Conceptions of PC Learners at the Tertiary Level

通过谈话和日记的形式,从四个方面对不同英语水平学生的归因倾向进行了动机行为的影响分析,并对其成因进行了个案研究。研究结果表明:不同英语水平的学生在课堂教学、语言能力、学习环境和个人努力等方面的归因上存在着定性差异;高分组学生在解释归因时比较一致,而低分组的解释则存在差异;归因和归因理解对外语学习动机产生直接影响。

Based on interview and diary,this article reports a case study,in which causal attribution in PC Learning,its impact on motivational behavior,and learners'conceptions of causal attribution were examined. Data analysis indicates that:the two groups were qualitatively differentiated in causal attributions of English teaching,language ability,learning environment and effort;higher achievers tended to have a more concordant conception. of their causal attri-bution than their counterparts;and variations in causal attribution and its conceptions accounted much for the indi-vidual differences in motivation behavior.