An Investigation On High School Students’ Attribution Of English Listening Academic Achievement

English listening as a basic skill is essential in English learning and assessment in high school.The main criterion for assessment in high school is student’s grades.Students’ different attribution styles affect their learning motivation and learning attitude.Combining the success-failure attribution theory of Heider and Wiener,this study aims to research the listening attribution situation of senior high school students and find effective teaching measures to promote students’ reasonable attribution styles,so as to gradually enhance their listening learning motivation and efficacy.This study takes 197 high school students from Qujiang No.2 Middle School in Xi’an as an example.The research method mainly adopts the combination of questionnaire survey and interview to investigate the current situation of attribution of English listening test of high school students.The specific research questions are:1.What is the overall status quo of the English listening attribution of senior high school students?2.Are there any differences among male and female students in listening attribution? If any,what are the features?3.Are there any differences among different English listening achievement students in listening attribution? If any,what are the features?The results of this study show that: the attribution of English listening academic performance of senior high school students shows a positive trend as a whole;students with higher English listening level are more likely to take internal attribution as a whole which shows a more conducive tendency to enhancing their listening learning motivation;besides,significant differences in the attribution of listening failure among different genders are presented clearly,boys prefer to attribute their achievement into external and unstable dimensions,while girls are more inclined to attribute their failures to internal and stable factors,so boys present a more positive attribution trend.Based on the results of the questionnaire survey and the interview,the author proposes suggestions from the perspective of guiding students to develop reasonable attribution styles to improve the teaching and learning of English listening.