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This paper presents a descriptive study of Malaysian urban and rural students' attributions for success and failure in learning English as a second language. Data was collected using the Attribution to Success and Failure Questionnaires (ASQ & AFQ), based on previous research conducted by Vispoel and Austin (1995). The findings indicated that urban and rural students held different attribution ratings for the success and failure for learning English as a second language with the urban group being more willing to attribute success to their own ability, effort, and study skills than the rural group. Based on this data, we can hypothesize that the urban group are much more study-wise and confident as they have a greater belief in their own ability to take control of their successes in the language classroom.

Although many studies of foreign language anxiety focus on the difficulties caused by anxiety with 民spect to classroom activities such as speaking and listening, this study investigates the possible relationship between general foreign language classroom anxietyσLCA) and foreign language reading anxiety (FLRA) in the ]apanese classroom. Using previously published measurement scales (the FLCAS and the FLRAS), this study seeks first to determine the reliability and validity of the individual scales across three difたrentgroups 泊nine intact ftrSt-semester Eng1ish classes (2ラ2studenお)ata ]apanese university. Based on this data, the possible relationships between the two theoretical construc臼of foreign language classroom an:xiety and foreign language reading anxiety, and the variable of cl錨s group are explored. The m凶白of the study sugg白t that although subcomponents of the two scales are related, overall FLCAS and FLRAS are meas町ing two clearly independent constructs. In addition, anxiety types measured also differed significantly depending on group membership. これまで外国語学習における不安(出立iety) はスピーキングやリスニング などのクラス活動の分野に重点を置いて研究されてきたが、この研究では、外 国語のクラスにおける一般的な不安(F工CA)と外国語のリーディングに対する不 安(FL恥生)に相関関係があるかを探った。既存の測定尺度(FLCAS とFLRAS) を 用い、日本の大学生( 1 年生から3 年生までの252 人)を対象に、まず各尺 度の信用性と有効性を調べた。そのデータを基に、外国語のクラスに対する不 安(FLCA)と外国語のリーディングに対する不安(FLRA)というこつの理論上の 構成体には相関関係があるか、そして不安の型には学年による違いが見られる かを分析した。その結果、FLCAS とFLRAS は細部では関連が見られるものの、 全体としては明確に独立した構成体であること、不安の型には学年によって顕 著な違いが見られることがわかった。

Attribution theory posits that people look for causes for their successes and failures. Past research indicates that these causal attributions may influence future performance, and it has been suggested that attributional tendencies may be affected by culture and outcome. To understand the role that culture and outcome may play in attributions for foreign language learning, a set of questionnaires was designed to investigate how EFL university students (355 Thai and 350 Japanese) in two countries judged their successes and failures on actual language learning tasks. Although there were a few differences based on culture, MANOVA results revealed that both groups focused more on external factors (such as teachers and classroom atmosphere) for success and internal factors (such as lack of ability and effort) for failure. The implications that can be drawn with regard to cultural bias, language teaching, and the nature of the learning environment are considered. 帰属理論は、人は成功や失敗を認知する際、原因帰属を試みるとする。関連の先行研究では、原因帰属は文化や行為の結果に左右され、ひいては未来の行動に影響を与えるという可能性が示唆されている。本論文は、異なる文化背景をもつ英語学習者がその学習体験における成功と失敗の原因を何に求めるかを検証したものである。英語学習者の原因帰属プロセスを検証するにあたり、タイおよび日本の大学１年生（各355人、350人）を対象に質問調査を実施した。その結果、両国の大学生はどちらも、成功の原因は教員やクラスの雰囲気等の外的要因に求め、失敗の原因は能力不足や努力不足といった内的要因に求めることがわかった。これらの類似する原因帰属パターンを文化的な影響によるものと仮定し、英語学習においてどのような影響を与えるのかについても考察した。