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The Influence of Self-attribution on the Non-English Major Students’ Autonomous Learning

Author: MengZhanGe
Tutor: GaoGuiXiang
School: Hebei Normal
Course: English Language and Literature
Keywords: Attribution Attributed to the concept of Independent study
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 207
Quote: 1
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Abstract

Embodied the importance of English in today's society is more and more obvious; how to learn English has also become a major concern for modern people. Therefore, our foreign language education should be to develop students' independent ability to use of the English language for the purpose of efforts to cultivate the ability of independent learning English; thereby fostering lifelong learning English. Which coincided with the 2003 issued by the Chinese Ministry of Education on College English Teaching match - the learner's skills for lifelong learning and self-learning ability. It is precisely because of this requirement, this thesis from attribution theory point of view, the main research non-English major students' independent learning and application of English language ability. The concept of \Is generally believed that the self-learning refers to students to take control of their own learning, and his main learning as opposed to a learning mode; learning a new realm. In the 1980s, Henri earliest \Since Holec different experts in different literature from different angles on self-learning has a different description. The authors tend to Zimmerman's theory of self-learning. Zimmerman (Zimmerman), when learners are able to actively participate in the three aspects of metacognition, motivation, behavior, learning is autonomy. Metacognitive self-directed learners can plan at different stages of the learning process, organization, self-directed, self-monitoring and self-evaluation. Motivation, self-directed learners with a clear sense of responsibility, and actively explore, select Information and actively construct knowledge creation; have self-discipline. Behavior, self-directed learners can choose, organizations, the creation of the learning environment to achieve the best results. The so-called \Weiner (B.Weiner1972) establish Attribution Theory set from the position of the individual to explain their behavior, formally proposed the concept of attribution theory --- motivation - emotional attribution theory. Weiner's attribution theory is widely used in the field of teaching. In the school environment, students always intentionally or unintentionally, to find out the reason of their studies or examination results; especially when faced with the results of study or examination failure, the more will be held. Johnson K (1999) also pointed out that \This article is Zimmerman's self-learning mode and Weiner's attribution theory as the theoretical basis of learners Attribution of how it affects their self-learning behavior. The object of this paper is three different professional Xingtai College English, Geography, Accounting 148 sophomore, Independent Learning questionnaire consists of three parts --- Personal brief, self-learning questionnaire (Xie tree) and multi-dimensional - - attributed causal Scale (Lefcourt, 1981; Lefcourt, Von Baeyer, Ware Cox, 1979). The survey results by means of SPSS13.0 statistical software described through the use of the statistical analysis and t-test, correlation analysis, single factor multivariate analysis of variance and regression analysis by means of empirical analysis. The results confirmed the success or failure of students due has an influence on students' self-learning, and the different attribution tendency for students of their own learning is also different. Based on the findings, the article concludes with the revelation in university language teaching: students' self-learning ability training and Attribution of a combination of promoting students to form a positive and effective way attribution: Attribution Theory as a guide, the teacher guides students actively attributed to the successes and failures to make reasonable reflection and positive reflection to help students form an effective self-motivation; teachers to help students master effective independent learning strategies to improve students' self-learning ability to promote student positive due to the stability of the way. Ultimately improve students' self-learning ability.

The Influence of Self-attribution on the Non-English Major Students’ Autonomous Learning

Abstract

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