Abstract
The reasons learners construe for their perceived successes and failures in foreign language learning (FLL) have received considerable attention in recent years. These perceptions, which are called attributions, have mostly been classified according to their dimensions of locus of causality, stability and controllability. A recent study, however, has revealed that learners may classify attributions for their perceived successes and failures differently from researchers in previous studies if they are given the opportunity to sort these attributions into their dimensions, and that this classification may be linked to learners’ cultural traits. This chapter will first provide a brief historical background to attribution theory and will present the most relevant research in the field. It will then consider factors that may influence the construction of language learners’ attributions. Finally, it will discuss the results of research that related learners’ attributions for perceived success and failure to culture, and show the different ways in which learners see attributions according to the dimensions of causality, stability and controllability.
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Appendices
Appendix—Learners’ Questionnaire
Questionnaire
We are interested in your experience in learning English. First, we would like to know how you feel you are at learning English, your opinion on the reasons why you think you do well in learning English and the reasons why you might not do so well, and how you classify these reasons (Section A). Second, we are interested in knowing your opinion on certain aspects of your learning process and on the language you are studying (Section B). Finally, we would like you to provide us with some information about you for statistical purposes (Section C). Your experience is very important to our study. Please complete it as fully and honestly as you can.
This questionnaire is part of a research study undertaken for the University of Reading and, therefore, is not to be used by either the university you are currently studying at or your teacher. The questionnaire is anonymous and all your answers will be treated as strictly confidential. By completing this questionnaire you will be giving consent for your responses to be used for the purposes of this research project.
Section A
Section B
Section C
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Gonzalez, A.S. (2016). Attribution Theory: Dimensions of Causality, Stability and Controllability According to Learners. In: Gkonou, C., Tatzl, D., Mercer, S. (eds) New Directions in Language Learning Psychology. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-23491-5_12
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