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本研究参照Weiner的自我归因理论设计问卷,对48名本科二年级大学生的英语口语水平与学业自我归因关系进行了探讨。结果表明,大学生普遍能在“努力”与否等“内部/可控”因素上找寻英语口语成败的原因,并形成有差异、但可控的归因偏好。因此,英语教育职业人员应重视学生的情感因素,加强学生自我归因的引导。
In this study, Weiner’s self-attribution theory was used to design a questionnaire to explore the relationship between the oral English proficiency and academic self-attribution of 48 second-year undergraduates. The results show that undergraduates generally can find out the reasons for the success or failure of spoken English in terms of “hard ” or not “internal controllable ” factors, and form a controlled but controlled attribution preference. Therefore, English education professionals should pay attention to the emotional factors of students, and strengthen the guidance of students’ self-attribution.