This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and fa...This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and failure in second language reading and to clarify the relationship between learners＇ reading proficiency levels and their attributions. The results show that （1） Nearly half of the university students feel ＂Just so so＂ in English reading; （2） Environmental variables such as teacher feedback, peers or classroom play an influential role in the learners＇ attribution. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English reading.展开更多
文摘This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and failure in second language reading and to clarify the relationship between learners＇ reading proficiency levels and their attributions. The results show that （1） Nearly half of the university students feel ＂Just so so＂ in English reading; （2） Environmental variables such as teacher feedback, peers or classroom play an influential role in the learners＇ attribution. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English reading.
