A Survey On The Influence Of Learner’s Attitude Motivationand Anxiety On Achievement Among Ethnic Minority Students Of Russian Major In Universities Of Xinjiang

In recent years, the study on attitude, motivation and anxiety arouse researchers’ extensiveattention and gradually become important research issues in second language acquisition studies.As member of affective factors, attitude,motivation and anxiety play a key role in learning secondlanguage. Researchers like Gardner and Lambert stated that attitude, motivation and anxiety hada significant correlation with foreign language achievement. On the basis of Gardner’sSocio-educational Model, there were correlations between attitude, motivation and anxiety, andmore and more researches were done on the effect of attitude,motivation and anxiety into learners’learning achievement. It fully indicates the importance of present study.In Xinjiang the studies on the attitude, motivation and anxiety among ethnic minority learnersare quite few, and the Russian teaching is the most important point of local foreign teaching.Thisstudy selects156ethnic minority students in Xinjiang Normal University and Kashi NormalInstitute as subjects, investigates the basic situation of students’ attitude, motivation and anxietyand explores the main factors affecting the subjects’ Russian achievement. Questionnaire andinterview are applied. The purpose for present study is to promote the attitude and motivation ofethnic minoritylearners so as to strengthen their Russian proficiency.The study adopts Gardner’s(2004)Attitude/motivation Test Battery(AMTB)EFL version. Allthe questionnaire data are input and processed through the Statistical Package for Science (SPSS17.0). The main results are as follows,Firstly, the subjects were generally motivated to learn Russian,and they held favorableattitudes toward the learning situation,foreign languages and Russian-speaking people.Secondly, attitude toward the Russian learning,motivation and anxiety were all significantlycorrelated with Russian achievement.Instrument orientations belonged to most of the subjects.Motivation topped the list of the predictors of Russian achievement.Anxiety was a negativepredictor of Russian achievement.Thirdly, the differences in attitude toward the Russian learning, motivationand anxietybetween high score group and low score group were significant.All in all, the study on attitude, motivation and anxiety among ethnic minority learners ofRussian major will provide some implications for Russian teaching and learning in Xinjiang.