作　　者： ;

机构地区： 深圳职业技术学院

出　　处： 《深圳职业技术学院学报》 2007年第4期68-73,共6页

摘　　要： 本研究对306名非英语专业高职生的英语学习进行了归因分析。结果表明:(1)与成功情境相关的10个因素从高到低的排序为基础、题目难度、能力、学习策略、长期努力、学习兴趣、运气、身心状态、教师水平、考前突击;与失败情境相关的排序是题目难度、学习策略、基础、运气、学习兴趣、能力、长期努力、身心状态、教师水平、考前突击。经检验除考前突击、学习兴趣和运气因素外,其余7个因素在不同考试结果情境中均存在显著差异。(2)在失败情境下,男生和女生在基础和能力因素上呈显著差异。(3)虽然学生考试成功后相对未通过考试的学生满足感增强,但是考试结果并未对英语学习者成功期望和自豪感的增强造成显著影响。本文最后提出了对学生进行再归因训练、激发学生学习动机的建议。 On the basis of analysis on the attributional tendency of 306 non-English majors＇ English learning in vocational colleges, the influence of 10 major causes is assessed. The results indicate that： （1） the rank order of the 10 major causes of students with successful English learning achievement is knowledge basis, test difficulty, ability, learning strategies, prolonged efforts, interests, luck, mood, teaching quality, concentrated efforts; for the students with failed achievement the rank order is test difficulty, learning strategies, knowledge basis, luck, interests, ability, prolonged efforts, mood, teaching quality, concentrated efforts. The Multivariate finds out that these factors have significant effect in different achievement situations except concentrated efforts, interests and luck. （2） Multiple Comparisons show that there is significant gender difference when it comes to causes like ability and knowledge basis. （3） No significant difference exists in different achievement situations with regards to expectation level and pride. At end of the article suggestions about reattribution training and the way of promoting students＇ motivation are put forward.

关 键 词： 非英语专业高职生 归因理论 期望 自豪 再归因训练

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