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以问卷形式调查了分级教学模式下大学生的英语学习成败归因与成就动机。调查结果表明慢班与快班的英语学习成败归因差异都显著,而慢班与中班的成功归因差异显著,中班与快班的失败归因差异显著。成功归因与级别,成就动机显著正相关,而失败归因与级别,成就动机显著负相关。
In the form of a questionnaire, we investigated the undergraduates’ success or failure of English learning and achievement motivation under the classified teaching mode. The results of the survey show that there are significant differences in the success or failure of English learning between slow and fast classes, while the differences between the success rates of slow and middle classes are significant. There was a significant positive correlation between success attribution and level and achievement motivation, but attribution was negatively correlated with level and achievement motivation.