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46Scientific Journal Impact Factor
ATTRIBUTION THEORY: UZBEK STUDENTS' SUCCESS AND FAILURE OF SECOND LANGUAGE ACQUISITION AS IN INTERNAL
AND EXTERNAL FACTORS
Sharipov Feruzjon Isor o'g'li Teacher, Department of Methods of Teaching English, Uzbekistan State University of World Languages, Tashkent, Republic of Uzbekistan
sharipovferuzjon21@gmail.com
Annotatsiya: Mustaqillikka erishganimizdan keyin O'zbekistonda ko'plab ijobiy o'zgarishlar yuz berdi. Tillar ko'plab odamlarning tasavvurlarini o'ziga jalb qildi, ammo til o'rganish O'zbekistonda munozarali masalaga aylandi. O'zbekistondagi universitetlar va til institutlari talabalari, ehtimol ikkinchi tilni o'zlashtirish strategiyasi nima uchun ular uchun ishlagan yoki muvaffaqiyatsiz bo'lganligini bilishmaydi. Til o'rganivchilarning muvaffaqiyat yoki muvaffaqiyatsizlikni topganda, masalaning manbasini izlaydilar. Atribut nazariyasi o'quvchilarning chet tilidagi muvaffaqiyatlarini bashorat qiladi. Maqolaning maqsadi atributlar nazariyasidan foydalangan holda o'quvchilarning yutuqlari va muvaffaqiyatsizliklarini tekshirishdan iborat.
Kalit so'zlar: Attributsion nazariyasi, muvaffaqiyat, muvaffaqiyatsizliklar, ichki va tashqi omillar, SLA, lokus, motivatsiya, harakat.
Abstract: Many positive changes have taken place in Uzbekistan since gaining independence. Languages have captured the imaginations of many people, but language learning has become a controversial issue in Uzbekistan. Students at Uzbekistan's universities and language institutes are probably unaware of why their second language acquisition (SLA) strategy worked or failed for them. When individuals find success or failure, they look for the source of the issue. Attribution theory predicts learners' success in a foreign language. The paper's purpose is to investigate student achievement and failure using attribution theory.
Keywords: Attribution theory, success, failures, internal and external factors, SLA, locus, motivation, effort.
There is no rigorous research regarding the connection between attribution theory (AT) and English language learners' performance and comprehension in EFL classrooms. Man's attempts to comprehend success and failure are unavoidable. Understanding and accepting the adhoc nature of human behavior is an important key for shaping future expectations and behaviors (Heider, 1958). He believes that the most effective type of limestone is awareness of the prevalence of casual human behavior. Causality can vary considerably depending on the individual, the culture,
INTRODUCTION
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the social group, the family background, the learning context, the age, gender, and the task.
It is widely accepted that the learner should show an interest in and encourage the process of learning another language. Additionally, if learners are not inspired, their acquisition process will fail. The study's significant finding is to identify the motivations students have to begin learning a foreign language and help them maintain their commitment to learning throughout the long and frequently difficult process of language acquisition. No doubt, motivation is vital to teaching and learning. The paper is investigating why students of English as a second language (ESL) succeed or fail, and to broaden our understanding of what influences their achievement, including motivation and attribution theory. Additionally, I will offer ideas for learning a new language.
One might speculate that attribution theory gained popularity in recent decades as a means of untangling the mysteries of human behavior when learning a second language. Weiner (1985) discovered attribution theory by analyzing success and failure. It is safe to say that individual beliefs about their reasons are incorrect, but their perceptions of their reasons are correct (Heider, 1958). Another possibility: A student who performs well on a test may attribute his success to his inherent ability, the test's simplicity, or simply good luck. To the naked eye, the exam was a breeze, but to him, it was immensely rigorous. His past success on exams will almost certainly lead to lower or poorer results. Consequently, he questions the reasons for his breakdown and wonders if he is capable of understanding the secret to success. People generally believe that people are at the mercy of four forces: ability, effort, task difficulty, and chance. Aptitude and effort are two of the four main determinants of a learner's capability and exertion, while the other two are held externally (task difficulty and good or bad luck).
Weiner (1986) considered three of four factors in determining success and failure: internal or external, stable or volatile, and controllable (controllable or uncontrollable). Four causes are depicted using three dimensions: Excellent examples include capability. This is something internal (meaning something like innate or inner; as opposed to external, meaning something like environmental). Additionally, it is stable (or is assumed to be stable over time). Also, it is uncontrollable (it is impossible for a person to control their innate ability). By incorporating Kelley's attribution theory, he advanced his attribution structure. and which factors people attribute to an external or internal cause (Kelley & Mihella, 1980). Kelley's advancements and refinements to attribution theory helped facilitate necessary changes in educational settings.
LITERATURE REVIEW
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Attribution theory attributes have made our understanding of how second language influence is conceptualized grow. This indicates that students who bear responsibility for their past success or failure in foreign language learning have a significant impact on their attitudes and motivations. The results of the study by Ushioda (2001) show that the two major factors influencing success in foreign language learning are internal (i.e., personal ability) and external (i.e., task difficulty). This could be correct, since motivation is harder to maintain than learning itself. Those who can't learn the language see little value in continuing their studies, which hinders their capacity to improve. While Weiner (2000) agrees that learner attributions may reveal expectations, values, emotions, and beliefs, he (or she) notes that these attributions may also spotlight the learner's expectations, values, emotions, and beliefs. Motivations are essential to attribution theory, but they're not as crucial in regard to behaviorist reasons. In the pursuit of victory and defeat, AT identifies methods for developing, motivating, and leveraging genuine underlying motivations. skins in spandex (1992). specific questions, such as whether culture and gender affect attribution (Wu, 2011), level of achievement (Williams, Burden, 1999), and proficiency (Williams, Burden, 1999). Burden et al. (2011) (Zabihi & Pishghadam, 2011) effort is by far the most effective variable in regard to foreign language learning (Pishghadam &Zabihi, 2011). (2004) (Wu). when assessing language proficiency, learners' success or failure is dependent on their personal cases (Gonzalez, Burden &Al-Baharna, 2011).
Researchers from all over the world, as well as Uzbekistan, are conducting research on how to teach English as an EFL/ESL subject. Research in this domain is a young discipline, and there are only a few studies available, which is understandable. Educational professionals can design, implement, or modify educational materials or programs to meet diverse learner backgrounds and perceptions.
The study's goal is to find out how Uzbek ESL students attribute success and failure.
1. What are learners' attributions for their success in learning English?
2. What are learners' attributions for their failure in learning English?
3. Which factors are the most important for their success and failure in learning
3rd-year students at Uzbekistan State World Languages University conducted the research (UzSWLU). They are both in their twenties and majoring in English
OBJECTIVE RESEARCH
English?
PARTICIPANS PROFILE
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 5
educational, natural and social sciences (~) ISSN 2181-1784
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language and literature. David's name is English name for anonymous purposes, and he is Tajik native. Normalcy is needed to accommodate fantastic people. (Table!).
Table 1
Nam e Attributions for success Locus
tg ö ^ o c Í-H 1- r- S ÖL C re Ability Self-confidence Enjoyment Regular classes Interest Parents Effort Internal factor External factor
Davi d + + + + + -
Sam + + - + + + -
In the fifth open-ended question, failure is emphasized. "What prevents you from learning English?" David observed that higher education has lagged behind changes, such as a lack of creative and efficient teaching methods. While he excels within, he has little opportunity to advance within his academic career. It was diametrically opposed to Sam's beliefs. The classes seem tedious for him, and he misses class occasionally. He was unmotivated and didn't particularly like tutorials or lectures, which is why he did poorly on exams. See Table 2 for both students' reasons for failure.
Table 2
Name Attributions for failure Locus
Boring classes Missing classes Task difficulty(exam) Lack of motivation Lack of innovative unsatisfactory language teaching Disliking (sometimes) teachers Internal factor External factor
David — - - + + +
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 5
educational, natural and social sciences (~) ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
Sam + + - - -
The final two open-ended questions talk about the aspects that contribute to success and collect data from students' responses. It appears that various factors, such as diligence, self-confidence, determination, and ability to learn English, influence a student's ability to perform well. Even the most successful students enjoy attending class, taking additional classes, and reading English books. To be more specific, students believe they succeeded due to their own efforts, which include effort and ability, as well as circumstance (tasks, luck, etc.) keeping them from succeeding (Stevenson & Lee, 1990; Christenson et. at. 1992). according to the primary research, the majority of participants believe that their English ability is the result of their own hard work (internal, unstable, and controllable).
CONCLUSION
The study's numerous methodologies had a major impact on the results. Researchers investigate why students credit themselves with victory and blame themselves for defeat in various situations. Interest and enjoyment played a significant role in overall student knowledge when it came to foreign languages. A significant role was played by students' effort as well as ability. These two claims are difficult to substantiate with regard to all students
Many notable differences exist, especially when failure occurs due to outside factors.educators play a significant role in helping learners learn English as a second language (EFL). a well-qualified tutor encourages their students to be optimistic, which motivates them to succeed, while an incompetent teacher motivates their students to fail. For EFL classrooms, we cannot neglect the educators who work in them.
REFERENCES
1. Dornyei, Z. (1998, March). Demotivation in foreign language learning. Paper presented at the TESOL Congress, Seattle, WA.
2. Gonzalez, A. S. (2011). Attribution theory and culture: using focus groups to uncover parameters of influence. Language Studies Working Papers, 3, 29-37.
3. Graham, S. (1991). A review of attribution theory in achievement contexts.
Educational Psychology Review, 3, 5-39.
4. Heider, F. (1958). The Psychology of Interpersonal Relations, New York: Wiley
5. Kelley, H. & Michela, J. (1980). Attribution theory research. In M. Rosenzweig, & L. Porter, Annual review of psychology, 31 (pp. 457-501). Palp Alto, California: Annual Reviews.
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6. Pishghadam, R., & Motakef, R. (2011). Attributional patterns with respect to major and attendance in private language schools: A case of EFL context. Theory and Practice in Language Studies, 1(7), 888-894.
7. Weiner, B. (1985). An attributional theory of achievement motivation and emotion.
Psychological Review, 92, 548-573.
8. Weiner, B. (1986). An attributional theory of emotion and motivation. New York: Springer-Verlag.
9. Williams, M., & Burden, R. (1999). Students' developing conceptions of themselves as language learners. Modern Language Journal, 83, 193-201.
10. Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal, 30, 19-29.
11. Wu, J. (2011). An investigation and analysis of attribution preference and gender difference of non-English majors' English learning - Based on investigation of non-English majors in Tianjin Polytechnic University. Journal of Language Teaching and Research, 2(2), 332-337.
