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Chapter One Introduction

1.1Background of the Study
As English major students, they should have a good mastery of English language including listening, speaking, reading, writing and translating skills. The fact that the training model of examination-oriented Education in Chinese students’ high school time does not pay enough attention to the development of students’ English speaking ability. Therefore, many students including English majors are not so good at English speaking as other aspects when they enter colleges. How to become a good English language speaker especially for English major students is a question worth consideration. In the previous researches, people put much emphasis on the influences of external factors on English learning such as English language teaching methods while seldom considered the role of English language learner played in foreign language learning. From the angle of English language learners, many factors are involved in the process of English language learning, which include both intellectual and non-intellectual factors.

1.1研究背景
作为英语专业的学生，他们应该有一个良好的英语语言的掌握，包括听，说，读，写和翻译技巧。事实上，中国学生高中时期的应试教育培养模式不给予足够的重视学生的英语口语能力的发展。因此，许多学生，包括英语专业是不是那么好，在讲英语的其他方面，当他们进入高校。如何成为一名优秀的，尤其是英语专业学生的英语语言的，是一个值得考虑的问题。在以前的研究中，人们十分重视对英语学习英语教学方法等外部因素的影响，而很少考虑英语语言学习者在外语学习中扮演的角色。从英语学习者的角度，有很多因素参与的过程中学习英语，其中包括智力和非智力因素。

Among the non-intellectual factors, learners’ learning motivation is the drivingforce to promote their learning (Zhang, 2002). In the field of foreign language studies,it is important for the students to have intensive learning motivation, while it is muchmore important for them to have a clear cognitive interpretation of their learningperformances when the learning activities are accomplished. That is because theintensity of their learning motivation in future learning activities depends on theattribution they made on their former learning outcomes (Zhang, 2004).Attribution theory is a topic within the field of social Psychology which seeks toexplain the cognitive process whereby individuals make explanatory inferences on thecauses of events. In the mid 1990s, researchers began to study on achievementattributions in the field of foreign language studies. In light of the researchesconducted by some psychologists (Weiner, 1986; Wigfield, 1988), the attributions onachievements have a great effect upon subsequent motivation and behaviors.

For instance, ascribing success or failure to external or uncontrollable causes will reduce individual’s motivation for the later behaviors (Plat,1988),while ascribingsuccess or failure to internal or controllable reasons will stimulate individual’smotivation for subsequent performances(Perry et al,1989).Some Chinese researchers(Li,2004; Qin ,2002;Zhang,2002,2004) have conducted many studies on ChineseEnglish language learners’ success and failure attributions since attribution theory hasbeen introduced to China in the field of foreign language studies in recent years.They held that no matter the students make right attributions or not, the attributions onachievements will affect their subsequent emotions, expectations and behaviormotivations and further affect their achievement behaviors and learning performances.

1.2 Significance of the Study
As the author said before，it is important for the students to have intensivelearning motivation, while it is much more important for 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。