The Relationship Among Attribution, Autonomous Learning And Achievements Of Non-English Majors

College English Teaching Curriculum Requirements lately issued by Ministry of Education points out that self-learning ability is one of the goals of college English teaching. Thus, cultivating autonomous learning ability of college students has become one of the important tasks of college English teaching. For this purpose, based on Weiner’s attribution theory this thesis explores the relationship among attribution, autonomous learning and achievement of non-English majors to promote the effectiveness of English learning.The subjects of present study were102freshmen from College of Arts&Sciences of Jianghan University. The study employed the questionnaires of the multidimensional-multiattributional causality scale(MMCS)designed by Lefcourt et al and non-English majors’learner autonomy questionnaire designed by the author based on the paper of Xu Jinfen and Wu Weiping. In addition to the questionnaire survey, the research also implemented a12-week attribution training and collected the data via diaries and group communication. The collected data of questionnaires was analyzed with the statistical software of SPSS17.0, and the data of diaries and group communication played a supporting role for the questionnaire survey.The present study drew the following conclusions:(1)The college students of non-English majors more tend to make internal attributions, such as effort and ability. The students with higher English achievements tend to ascribe the success to effort, while the students with lower English achievements tend to attribute the failure to the context. Male students more tend to attribute the success to effort and ability as well as attribute the failure to context, compared with female students. On the attribution of failure, the students of natural sciences more tend to attribute to effort. While, on the attribution of success, the students have no differences between different majors;(2) The ability of non-English majors’ English autonomous leaning is generally low. The students with higher English achievement perform comparatively more autonomously than others. And girls are better at using learning strategies availably and appropriately, compared with boys. The students of different majors have no differences in autonomous learning;(3)Non-English majors’attribution and their English achievements have a negative relationship. Autonomous learning and their English achievements have a positive and significant relationship. The internal attribution (effort success) and autonomous learning have the positive and significant relationship, but the external attribution (luck failure) and autonomous learning have the negative and significant relationship.In addition, according to the results, some possible suggestions for the college English language learning and teaching are demonstrated in the study.