Thai Local High School Chinese Reading Scores Self Attribution Of Empirical Research

According to the attribution theory,the cognition of the causal relationship between the learners and their academic achievements greatly influences his learning motivation,learning expectation,learning interest and enthusiasm,as well as the persistence of learning behavior.(Weiner,1972)The attribution theory concludes six elements(ability,effort,task difficulty,luck,physical & mental condition and others)for people when they interpret the reasons of why their success or failure.Attribution theory has been a hot topic in recent years,also been widely used in the field of teaching.The influence on foreign language teaching from the perfect and practical system of this theory has been paid more and more attention by domestic scholars.There are many domestic and foreign achievement attribution on learning Chinese,English learning foreign languages,and Chinese learning of people from minority areas,as well as the self attribution research of successful or failure.However,for the Thailand students' Chinese learning achievement attribution research is very less,and most of the attribution research is based on quantitative research,qualitative research is very less,as well as the research with a combination of quantitative and qualitative.According to the present attribution research,there is little empirical research on the self attribution of Thailand students' Chinese reading performance.This paper using Chinese as a second language learning environment under the framework of Weiner's attribution theory,adopting an empirical quantitative and qualitative method through questionnaire,test and interview to collect students' s data and understand the Thailand local high school students' self-attribution on Chinese reading achievement.This paper also conducts the empirical research on selfattribution of Thailand local high school students in Chinese reading scores.The quantitative study aimed at exploring self attribution on Chinese reading achievement of Thailand local high school students.The qualitative research aims to supplement the former and more deeply explore the self attribution on Chinese reading achievement of Thailand local high school students self attribution.In this research,the quantitative analysis method uses questionnaire method tocollect 150 valid questionnaires from students(grade 2 and 3)with Chinese majors(grade 2 and 3)of ChiangMai Wattanothaipayap School.The data were collected and analyzed by SPSS18.0 software,and the statistical results were discussed.Combined with qualitative research interviews,the results of the study can be briefly summarized as follows:1.In the field of listening,speaking,reading,writing and culture of Chinese learning,the highest satisfaction of self attribution on achievement comes from speaking,reading and listening are generally satisfactory,writing and translating are the most unsatisfactory.2.Base on descriptive statistics,Thailand local high school students' self-satisfaction in Chinese reading scores attributed to effort,methods and strategies,and self-confidence and their mastery of Chinese language knowledge.The unsatisfactory attributions are due to the lack of effort,Chinese language knowledge pinch,vocabulary short and grammar deficiency.3.In the correlation analysis,Chinese reading test scores showed a strong positive correlation with effort attribution,self-confidence and learning attribution;Chinese reading test scores demonstrated a negatively correlation with the elements of less effort,bad luck and learning method.4.Regression analysis found that both satisfactory influence reading attitude and satisfactory attribution theoretical attitude enter into the regression equation.There are 7.9 out of 100 points which comes from satisfactory influence reading attitude and satisfactory attribution theoretical attitude.On the other hand,unsatisfactory influence reading attitude and unsatisfactory attribution theoretical attitude contribute2 points in the total of 100 points which means these two elements are included in the regression equation as well.5.In the single sample T test there is a great difference between the male and female students in attribution tendency of Chinese reading.For students from different grades,there is also a big difference in satisfaction of Chinese reading.Finally,from the aspect of improving and stimulating students' Chinese reading,this paper puts forward some suggestions on Chinese reading teaching,after-school activities and teachers' quality improvement.In fact,the relevant conclusions of thisresearch need to be further verified and improved due to some practical reasons,such as time short,small sample size,simple analysis of the data,and etc.