A Study On The Relationship Between Chinese Learning Anxiety And Achievement Attribution

Anxiety is one of the most important affective factors that affect language learning.Anxiety is related to people's prediction of the outcome of what they are facing.In the process of Chinese learning,learners will always get a variety of success and failure experiences.According to the attribution theory,individual experience actively seeks to explain the success or failure experience.If the attribution of learners is not appropriate,it will affect the anxiety level of learners in turn,thus forming a vicious circle.In recent years,a series of studies on learners' affective factors have been carried out in the field of foreign languages in China,but most of them are single factor studies,and few of them combine two or more affective factors together;there is also a large gap in the field of Chinese as a foreign language in China.Therefore,this paper takes 70 students from the Chinese Department of Pazmany Peter Catholic University in Hungary as the research objects,using the quantitative and qualitative research methods.the FLCAS and"achievement attribution" part of MMCS to investigate the students of the University.Meanwhile,we also introduces achievement attribution tendency of different latitude into regression equation,trying to establish the influence path of different achievement attribution tendency on Chinese learning anxiety.In addition,we also use the semi-structured questionnaire to interview 21 subjects,in order to further explore the influencing factors of Hungarian college students' Chinese classroom anxiety and achievement attribution.We use SPSS 25.0 to analyze the data of the questionnaire,and the following conclusions are drawn based on the interview results:first,the overall anxiety of Hungarian college students is at a low level,and they tend to internal attribution in the success and failure scenarios;second,the Hungarian college students who tend to attribute success to internal effort factors have a lower level of Chinese learning anxiety,and those who tend to attribute failure to internal ability and external factors have a higher level of Chinese learning anxiety.Thirdly,The results of regression analysis show that success effort has a significant negative predictive power on Chinese learning anxiety,that is,the students who tend to attribute success to their own efforts have a lower level of Chinese learning anxiety;success luck has a significant positive predictive power,that is,the students who tend to attribute success to luck have a higher level of Chinese learning anxiety;among them,the influence of success effort on Chinese learning anxiety is relatively high Bigger,next to success.From the regression model,the predictive power of the two on Chinese learning anxiety level reached 31.4%.Combined with the data and interview content,this paper draws the following teaching enlightenment:First,give more positive feedback;Second,promote peer cooperative learning;Third,control the difficulty of the task;Fourth,cultivate a reasonable way of success or failure attribution;Fifth,build students' confidence in learning Chinese.