Attribution and learning English as a foreign language.

Autor/in	Peacock, Matthew
Titel	Attribution and learning English as a foreign language.
Quelle	In: ELT journal, 64 (2010) 2, S. 184-193 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0013-8290; 1477-4526
Schlagwörter	Empirische Forschung; Interview; Erfolgserlebnis; Lernpsychologie; Methodik; Sprachkompetenz; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht; Hochschule; Hongkong
Abstract	Learner attributions, perceived causes of success and failure, have received little attention in EFL research. Attributions are categorized as either internal (for example effort) or external (for example luck) and may affect how students learn about and impose order on their world. The author investigated the attributions of 505 university students in Hong Kong and the connections between attribution and proficiency, gender, and academic discipline. Student interviews identified 26 common attributions, which were listed in a questionnaire: students were asked to what they attributed EFL success or failure. Follow-up interviews investigated the origins of attributions. Also, 40 EFL teachers were asked to what they attributed student success and failure. Many statistically significant differences were found between attribution and EFL proficiency, gender, and academic discipline and between student and teacher opinions. The author concludes that attribution affects proficiency, effort, and persistence. Finally, suggestions are made for learner training and teacher action in the EFL classroom. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3