Abstract：Attribution theory is about how people make causal explanations. In our country, attribution researches mainly focus on children and university students, and there are only a few researches focus on senior high school students, especially on senior high school students with English learning difficulties. In this thesis, students with English learning difficulties are defined as the students who have significant difficulties in learning English and whose English leaning achievement have not reached the requirements of English education but excluding the students who have an intellectual, physical or sensory impairment .
The research subjects in this thesis are some of the students with English learning difficulties in Grade Two in senior high school. The author conducts an investigation and gets some conclusions from it: These students with English learning difficulties are influenced mostly by culture, their English teachers externally and by learning motivation, learning attitude, learning styles and aptitude of students themselves internally. Besides, some countermeasures for teachers and the students themselves are also provided in this thesis to help the students in English learning. The study of attribution of senior high school students with English learning difficulties is beneficial to improving the quality of English teaching and learning.
Keywords: attribution theory; English poor students; external factors; internal factors
中文摘要：归因理论是关于人们解释自己和他人行为和过程的理论。在我国，语言学习领域中归因研究的对象主要是儿童和大学生，很少涉及到对高中生尤其是高中英语学习困难学生的归因研究。本文所研究的英语学习困难学生，是指那些智力水平虽无明显缺陷，但非智力水平较低，在高中英语学习过程中出现困难，学习效果低下，学习成绩不良，未能达到学校或学科教育教学规定基本要求的学生。
本文以高二年级英语学习困难学生为研究对象,调查分析了他们在高中英语学习方面学业不良的原因，通过调查得出结论：学习困难学生形成的原因主要集中在以文化和教师教育影响为表现的外因上和以学生自身的学习动机、学习态度、学习风格和学习才能影响为表现的内因上。除此之外，本文还提出了一些相应对策，旨在帮助学习困难学生走出学习困境。对高中英语学习困难学生的归因研究有助于提高英语教学的质量和英语学习的成效。
关键词：归因理论、英语学习困难学生，外因、内因
