对浙江农林大学2012级涉农林专业的83名学生的归因调查和分析显示,就外语学习成功的归因问题而言,大部分学生把外语学习的成功归因于努力、学习方法等因素;半数以上学生否认英语学得好是因为具备外语学习的天赋或良好的外语使用环境。就外语学习失败的归因问题而言,大部分学生把外语学习失败归因为努力、学习方法、以往的基础以及学习环境等因素;绝大部分学生否认英语没有学好是因为中学老师水平不高或缺少好的设施和学习材料。分析表明,成绩不同的学生对归因方式存在不同的理解。在教学过程中,应当更加重视学生对归因方式的不同理解,从而积极引导,以促进教学实效。 An investigation and analysis of the attribution of 83 students majoring in agriculture and forestry at Zhejiang Agricultural and Forestry University in 2012 showed that most students attributed the success of foreign language learning to the success of attribution of foreign language learning to factors such as their efforts and learning methods ; More than half of students denied that English is good because they have the talent of foreign language learning or have a good environment for using foreign languages. Most of the students attributed the failure of foreign language learning to failure of foreign language learning due to factors such as effort, learning methods, previous foundation and learning environment. Most students deny that English did not learn well because of the low level of secondary school teachers or Lack of good facilities and study materials. The analysis shows that students with different grades have different understandings of attribution styles. In the process of teaching, students should pay more attention to different understandings of attributional ways, so as to guide them actively to promote the effectiveness of teaching.