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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。

Attributions for Performance: A Comparative Study of Japanese and Thai University Students