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 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccp031
Schlagwörter	Discipline; Intellectual Disciplines; Foreign Countries; English (Second Language); Language Research; College Students; Universities; Language Teachers; Questionnaires; Individual Characteristics; Individual Differences; Teacher Attitudes; Student Attitudes; Sex; Hong Kong + Suchen Sie Ihr Suchwort? Disziplin; Geisteswissenschaften; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Collegestudent; University; Universität; Language teacher; Sprachunterricht; Fragebogen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individueller Unterschied; Lehrerverhalten; Schülerverhalten; Geschlecht; Geschlechtsverkehr; 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. We 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. We conclude that attribution affects proficiency, effort, and persistence. Finally, suggestions are made for learner training and teacher action in the EFL classroom. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10