摘  要

自十九世纪六十年代以来，归因是心理学领域的重要研究课题。归因思维研究源于美国心理学家韦纳在十九世纪七十年代提出而在八十年代修正的归因理论，它是一种引起动机的理论。归因也是第二语言学习中一种常见现象。第二语言习得领域对这一课题的研究是近十年来的事情，但已受到广泛重视。国内语言学习领域对归因研究的对象主要是儿童和大学生，而针对初中生英语学习归因倾向的研究相对较少。在学习前人理论的基础上，本文通过对中学生的问卷调查，旨在了解初中英语学习困难生的归因特点，学困生与非学困生的归因倾向有何不同。这样，在英语教学过程中，就可以利用归因理论，结合学生的实际和教师的经验，对学生进行归因指导和训练，使他们形成正确的归因。同时，本文对从事中学英语教育的工作者有一定指导作用，帮助他们了解中学生尤其是学困生在英语学习过程中的归因倾向，引导他们进行正确的归因，从而提高英语教学效果。总之，本文旨在通过问卷调查，对初中英语学习困难生的归因进行实证研究，了解目前初中英语学困生的归因特点，寻找产生这些归因的原因，并找到适合的方法，对学困生进行归因指导，使他们逐渐形成正确的归因方式。

关键词：归因；英语学习；学困生

Abstract

Since the 1960s, attribution has been focused on in psychology field. Attribution Theory originates from the American psychologist Weiner’s Theory of Attribution, which was put forward in the 1970s and was modified in the 1980s. However, in the field of foreign language teaching, the theory of attribution began in the recent decades. It has aroused the attention of linguists when they study the theory of language acquisition. In China, the study mainly focuses on children and university students, while there are relatively rare studies aimed at students in junior school. In order to find out how students with English learning difficulties make attribution about the result of their foreign language study in middle school, the author designs a questionnaire with 16 testing items according to Weiner’s Attribution Theory. Through the study, the author intends to learn the trend of these students’ attribution to English learning and to probe methods to guide or train low achievers to attribute in a proper way, which helps to arouse student’s interest and confidence in their foreign language learning. In a word, this investigation helps teachers to learn how junior school students with English learning difficulties attribute about English learning and learn to instruct and train students to attribute in a proper way.

Key words: attribution; English learning; low achievers