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THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

100%
Gosiewska-Turek B.
Journal of Education Culture and Society
|
2017
|
vol. 8
|
issue 1
109-124
EN
Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  
2

The Coexistence of Different Explanatory Models of Misfortune: A Case from Serbia

100%
Jerotijević D.
Human Affairs
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2015
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vol. 25
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issue 3
261-275
EN
The paper discusses two concepts of supernatural explanations of misfortune and how they co-exist in a particular socio-cultural environment. The author argues that these two concepts are used differently depending on the position of the person evaluating them. While the concept of supernatural harm is usually used in “first person” narratives, the concept of God’s punishment is used by community members as a warning to all wrongdoers and cheats. Searching for the external source of problems is important for personal self-esteem, while identifying an internal cause and its consequence (God’s punishment as the consequence of someone’s “sins”) is part of “immanent justice” narratives. The central claim is based on attribution theory, but the study also looks at cognitive theories of supernatural beliefs.
3
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Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

100%
Kálmán C., Gutierrez Eugenio E.
Studies in Second Language Learning and Teaching
|
2015
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vol. 5
|
issue 4
583-608
EN
Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.
4
Publication available in full text mode
Content available

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

100%
Kálmán C., Gutierrez Eugenio E.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 4
583-608
EN
Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.
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