A Follow-up Study on Causal Attribution in Non-English Major Students Li Chang-zhen Linyi Normal University, Shandong

1. Introduction: Attribution theory Heider (1958) and Kelley (1967, 1972) were among the first to describe the causal attribution process that people use to explain events that occur in their lives. Three causal dimensions Weiner(1974, 1984,1986) and identified ability, effort, task difficulty, and luck as the most important factors affecting attributions : locus of control, stability, and controllability.

Attribution theory Six factors include ability, effort, task difficulty, luck, health and environments. The literature on attribution of success and failure (Bradley, 1978; Hastorf, Schneider, & Polefka, 1970; Snyder, Stephan, & Rosenfield, 1978) labelled the effects of needs and wishes on attribution as defensive, egocentric, egotistic, or self-serving. Specifically, it was suggested that people attempt to enhance or protect their self-esteem by taking credit for success and denying responsibility for failure.

2. Method Subjects:71 Non-English Major students of our university Group1 (40 persons, 56.4%) passed the postgraduate entrance examination; Group 2 (11 persons, 15.49%) are limited by English scores; Group3 (16 persons, 22.54%) limited by total scores; Group4 (4 persons, 5.63%); limited by both total scores and English scores.

Instruments Question 1: The attribution tendency to the failure and the success of English learning. By use of Weiner’s (1984) three causal dimensions and six factors’ attribution model, the author designed this attribution questionnaire. Weiner identified ability, effort, task difficulty, luck, health state and environments as the most important factors affecting attributions for achievement and classified along three causal dimensions: locus of control, stability, and controllability. The author’s Causal Attribution Questionnaire is an 8-item instrument designed to assess students’ attributions to learning. They are ability, effort, learning approaches, learning interest, learning attitude, health state, luck, teaching quality.

Instrument Question 2: Your highest motivation to study English. Question 3: What is your affective response to the postgraduate entrance examination? Question 4: What about your attitude to English study? Question 5: Your autonomous language learning ability? Question 6: According to your personal experiences, which one should be improved most: listening, speaking, reading, writing or translation?

Results: 1.The attribution tendency to the failure and the success of English learning (see “Word”). *Over 55 are top group, less than 55 are failure group. First, choose three items that have effect on your success of English learning; second, cross out three ones which bring about your failure of English learning from the 8 factors.

2.Motivation to study English A.Get a bachalor degree and obstain a well-paid job; B.Be interested in the English culture and enable you to better understand and appreciate English art and literature C.it will be useful in communication with persons from English countries; D.You study English just for parents and teachers.

The statistical results : Group1:82.5% respondents have higher instrumental motivation; 17.5% have integrative motivation. Group2:91% respondents have higher instrumental motivation;9% have integrative motivation. Group3:75% respondents have higher instrumental motivation; 25% have integrative motivation. Group4:100% respondents have higher instrumental motivation.

3.The affective experience to the examination Group1:12.5% extremely satisfied, 60%relatively satisfied,20%dissatisfied,7.5% extremely dissatisfied; Group2: 0% is extremely satisfied and relatively satisfied, 17.27%dissatisfied, 72.73%extremely dissatisfied; Group3: 0% is extremely satisfied,25% relatively satisfied, 62.5%dissatisfied, 12.5%extremely dissatisfied; Group4: 0% is extremely satisfied and relatively satisfied, 50%dissatisfied, 50%extremely unsatisfied;

4. The attitude to English Learning Group1: 30% extremely positive, 62.5%relatively positive, 0% is negative, 7.5% burden; Group2: 27.3% extremely positive, 54.5% relatively positive, 18.2%negative, 0% burden; Group3: 31.25% extremely positive, 56.25% relatively positive, 0% negative, 12.5%burden Group4: 0% is extremely positive, 50% relatively positive, 25% negative, 25%burden;

5.Autonomous learning ability G1: 17.5% extremely strong, 52.5% relatively strong, 30% general, 0% bad; G2: 18.2% extremely strong, 9.1% relatively strong, 72.7% general, 0% bad; G3: 0% extremely strong, 31.25% relatively strong, 56.25% general, 12.5% bad G4: 0% is extremely strong and relatively strong, 75% general, 25% bad;

6.which should be improved most: listening, speaking, reading, writing and translation? G1: 5% listening, 55% speaking, 27.5% reading, 12.5% writing, 0% chose translation; G2: 0% chose listening and speaking, 63.6% reading, 18.2%writing and translation; G3:25％listening, 43.75% speaking, 31.25% reading, 0% writing and translation; G4: 0% chose listening and speaking, 50% reading, 25 % writing and translation;

Discussion Attribution model of success and failure is relatively stable . Facilitate a balanced development of the two types of motivation . Cultivate Autonomous language learning ability .

Conclusion it is significant to know students attribution tendency concerning their success and failure in College English learning; Give a consistent picture that instrumental goals.

The End Thank You!