归因影响二语学习者学习动机进而影响其成败。韦纳的归因理论认为，归因还影响情感和后续成就期待，其位置维度（内控／外控）会影响自尊；英语学习中的自尊是影响英语学习的重要情感因素及性格／人格特征。 本研究通过问卷调查法定量研究，以北师大英语专业本科四个年级共180名学生为被试，了解英专学生英语学习中成败归因及自尊情况，并研究两者关系。 研究发现,英语专业学生：(1)对于英语学习的成败总体倾向于进行内控归因，主要将成功具体归因于兴趣、环境、教师角色、能力与努力，将失败归因于性格、能力、努力、环境以及教师角色。(2)在英语学习中的自尊得分呈正态分布，高、低自尊者平均分布。(3) 对于不同自尊的学生，除了总体归因倾向，在总体归因情况（成／败－内／外归因及成／败内控归因倾向）上高低自尊组均存在显著差异；面对成功，自尊低的组别具有外控归因倾向，自尊高的组别则相反（内控）；在具体归因上组间存在多重显著差异。(4) 除总体归因倾向外，自尊与总体归因情况均显著相关，成功内归因与失败内归因共同预测43.4%的自尊。

Attribution affects a learner’s motivation and ultimately influences his success. Weiner’s Attribution Theory believes that attribution affects one’s emotions and the follow-up expectations for achievement, and the locus dimension (internal control or external control) of attribution will influence one’s self-esteem. Self-esteem in general second language acquisition (SLA) is a significant affect, also a personality factor that influences one’s English learning. Taking 180 English majors in all the four grades at Beijing Normal University as subjects, the present research utilizes a questionnaire and quantitative analysis, aiming to learn about the situation of English majors’ self-esteem level and success-failure attribution in English learning, then analyze the relationship in between. Through thorough analysis, four findings have been achieved. Firstly, in general, English majors tended to make internal control attributions. They mainly attributed their success to specific factors of interest, environment, teachers’ role, ability and effort, and attributed failure to personality, ability, effort, environment and teachers’ role. Secondly, their self-esteem in English learning presented a Normal Distribution; the number of high self-esteem subjects equaled that of the low. Thirdly, for students of different self-esteem levels, except for the Overall Tendency of Attribution, there were significant differences between the two groups in general attribution (Internal/ External Control Attribution for Success/ Failure, and Internal Control Tendency of Success/ Failure). The low self-esteem group tended to make External Control Attribution for Success while the other group was the opposite. The two groups were also very different in specific attributions. Finally, except for Overall Tendency of Attribution, general attributions and self-esteem were highly correlated; Internal Control Attribution for Success and Failure together predicted 43.4% of self-esteem.