A Study On High School Students’ Attribution Of Academic Achievement Of English Listening

As communicative competence is emphasized in the cultivation of English learning ability,more and more educators are aware of the important role of "listening" and "speaking" in English teaching.In oral communication,information input is the most critical part of communication.In view of the current situation of listening teaching in our country,this paper mainly aim to study the general situation of the attribution of high school students’ achievement in English listening combined wiener’s attribution theory.In this paper,the following questions are discussed: firstly,the overall characteristics of the attribution of the students’ English listening’ performance;secondly,the differences in the attribution of high school students’ listening academic achievement;thirdly,specific factors that influence the attribution of the students’ English listening’ performance.Based on the results of research,this paper strives to find effective teaching measures to improve the students’ right attribution of listening learning,and effectively improve high school students’ listening learning motivation.The study was conducted on 300 students who are from Grade one of a high school in Chongqing.It mainly adopted the research method combining questionnaire survey and interview.The score of each attribution type was obtained by using the questionnaire and the collected data were analyzed through SPSS software.After the questionnaire survey,the interview which was designed for eight students in Senior One was conducted in order to have a more intuitive understanding of the integrity and difference of the high school students’ attribution of English listening’ academic achievement.Besides,specific factors that influence the attribution of the students’ English listening’ performance can be summarized.Finally,the overall analysis and discussion were conducted to obtain the answers to the research questions.The main research findings are as follows: firstly,the overall tendency of the English listening’ attribution of success and failure of high school students tends to bepositive;secondly,students with a higher listening level are easier to choose the internal control factors,but they are easier to choose the uncontrollable factors of attribution in the case of failure.Therefore,students with higher listening level are more likely to improve their listening motivation than those with lower listening level.In addition,high school students of different genders have significant differences in the attribution of listening failure,and the boys show a better listening learning mentality and stronger confidence;thirdly,confidence,interest,teacher’s concern and construction are the specific factors that can influence the attribution of the students’ English listening’performance.Therefore,English teachers should pay attention to guide students how to make the right attribution of English listening,especially for the students whose listening level is low and the girls who have an opposite attribution for English listening.At the same time,teachers should help students maintain a positive attribution of English listening and eventually improve their English listening’ academic achievement according to those specific factors mentioned above.