对高中英语学习困难学生的归因研究
毕业
A Study of Attribution of Senior High School Students With English Learning Difficulties
Abstract
Attribution Theory is about how people make causal explanations. In our country, attribution researches mainly focus on children and university students, and there are only a few researches into the study of attribution for senior high school students, especially for the senior high school students with English learning difficulties (SELD). In this thesis, the students with English learning difficulties are defined as students who have significant difficulties in learning English and whose English leaning achievement have not reached the requirements of English education but excluding students who have an intellectual, physical or sensory impairment .
On the basis of Attribution Theory and existing researches on the SELD, this thesis conducts an investigation and gets some conclusions from it: SELD’s English learning inefficiency is influenced mostly by their English teachers externally and by learning motivation, learning interests, learning emotion and learning strategies of students themselves internally. Meanwhile, some countermeasures for teachers to help SELD in English learning are also provided in the perspective of external and internal causes. The study of attribution on SELD is beneficial to improving the quality of English teaching and study.
Key Words: Attribution Theory; students with English learning difficulties (SELD); external factor; internal factor
摘 要
归因理论是关于人们解释自己和他人行为和过程的理论。归因是第2语言学习中的1种常见现象，但国内语言学习领域中归因研究的对象主要是儿童和大学生，很少涉及到对高中生尤其是对高中英语学习困难学生的研究。本文所研究的英语学习困难学生，是指那些智力水平虽无明显缺陷，但非智力水平较低，在高中英语学习过程中出现困难，学习效果低下，学习成绩不良，未能达到学校或学科教育教学规定发基本要求的学生。
本文以归因理论和许多专家学者关于学习困难学生问题的研究成果为基础,通过调查得到结论：学习困难学生形成的原因主要集中在以教师教育影响为表现的外因上和以学生自身的学习动机、学习兴趣、学习情感和学习策略影响为表现的内因上。同时，本文从影响学习困难学生的内、外因素入手，提出了1些转化学习困难学生的建议。对学习困难学生的研究有助于提高英语教学和英语学习的成效。
关键词：归因理论、英语学习困难学生，外因、内因
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