大学英语“学困生”的归因研究.docVIP

PAGE PAGE 27 大学英语“学困生”的归因研究 摘要：自从柯克博士在1962年首次提出“学习困难”的概念以来，“学困生”的研究引起了广泛的重视。国内外学者相继提出关于“学困生”的不同定义并就其特征进行归纳总结，从学生自身及外部环境两个主要因素对“学困生”展开研究。而本文从归因理论出发，利用维纳归因理论的“三个维度与四因素归因模式”，通过实证研究了解英语“学困生”的成败归因倾向及其规律性，为英语“学困生”提出学习策略，也为高校教师对英语“学困生”教学提出建议和方法。 关键词:英语；学困生；归因 A Study of Attribution of Undergraduates with English Learning Difficulties Abstract: In 1962, Samuel Kirk firstly coined the phrase learning disability. More and more scholars lay emphasis on the study of students with learning difficulties. Many scholars at home and abroad put forward different definitions of students with learning difficulties, generalize their features and study these students mainly from the individual factors and the external environment factors. Based on Weiner’s attribution theory on three causal dimensions and four factors’ attribution model, the paper probed into the attribution of students with English learning difficulties and explored how these students attributed their successes and failures. Effective strategies and learning methods are suggested for students and teaching implications are offered for college English teachers. Keywords: English; students with learning difficulties; attribution A Study of Attribution of Undergraduates with English Learning Difficulties 1. Introduction With the spread of college education and the enrollment increase of college students, the number of students with learning difficulties (LD) has been growing. The problems of students with LD have been paid more and more attention by the society, parents, schools and teachers. Colleges must pay attention to the transformation of students with LD and propose some strategies to improve their abilities and scores and to guarantee the quality of education (Wu et al, 2012). In the course of dozens of years, leaning difficulty, as a new research area, attracted great attention worldwide, especially in the psychology, pedagogy, medical science. Meanwhile, many recent research results have been applied in educat