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arching into theaccurate cognitive processes that underlie dispositional attributions, some otherresearchers made a more detailed description of Jones and Davis’s approach.

Chapter Three Research Design........... 27-31
    3.1 Objectives ..........27
    3.2 Research Questions.......... 27
    3.3 Methodology..........27-31
        3.3.1 Subjects ..........27-28
        3.3.2 Data Collection Instruments.......... 28-30
            3.3.2.1 Questionnaire..........28-29
            3.3.2.2 Interview.......... 29-30
        3.3.3 Procedures ..........30-31
Chapter Four Results and Discussion ..........31-53
    4.1 Analysis of the Questionnaire data.......... 31-48
    4.2 Analysis of the Interview data ..........48-53
        4.2.1 Personal Effort ..........49-50
        4.2.2 The Setting of the School Courses.......... 50
        4.2.3 Teacher’s Role ..........50-51
        4.2.4 Personality and Learning Style ..........51-52
        4.2.5 Learning Environment..........52-53
Chapter Five Findings and Implications.......... 53-58
    5.1 Findings of the Study.......... 53-54
5.2 Pedagogical Implications.......... 54-58

Conclusion

Since the attribution theory is of great value for foreign language learning, thethesis intends to make an investigation of the spoken English attribution of Englishmajors aiming to improve spoken English teaching and learning. Both qualitative andquantitative methods are adopted in the present study: 1) the questionnaire namedAttribution on spoken English learning achievements for EFL learners is designed bythe researcher in order to find out EFL learners’ attributions and the differentattribution revealed by students of different levels. 2) an interview is added first tosearch for the attributive factors that could not be measured through thequestionnaire ，then to know how the students of different levels to learn spokenEnglish both in and after class and their suggestions for future spoken English teachingand learning.The major findings of the questionnaire are the following: first, theself-evaluation on spoken English level of English majors is not balanced between thesuccessful and the average groups. Secondly, English majors mainly attribute theirspoken English performances to personal effort, psychological factors (learningmotivation and learning style) and some external factors (Learning atmosphere andteacher’s role). Besides, the successful and average students make a similar attributionon their spoken English study and the only significant difference lies in the factor oflearning style.
According to the results of the interview, five crucial factors that influencestudents’ current spoken English level are discovered. They are personal effort, thecourse setting, teacher’s role, learning style and learning environmen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。