本科生课堂焦虑研究:外语课堂焦虑量表(FLCAS)的信效度再检验  

Study on Language Anxiety of Non-English Majors:an Examination of FLCAS's Reliability and Construct Validity

作　　者：张家强 郭丽[1] 

机构地区：[1]深圳大学外国语学院,广东深圳518000

出　　处：《华北理工大学学报（社会科学版）》2018年第1期105-112,119,共9页Journal of North China University of Science and Technology(Social Science Edition)

基　　金：深圳大学高水平大学建设项目"英语学习焦虑与语言技能关系研究"(项目编号:84800000206)

摘　　要：本研究以分层抽样取得的330名广东某大学非英语专业本科一年级学生作为对象,检验了外语课堂焦虑量表(FLCAS)中文版的信度和结构效度并调查了这些学生的外语课堂焦虑状况。研究发现FLCAS中文版与国外同类研究一样具有较高的再测信度和非常高的内部一致性;探索性因子分析得出了外语课堂焦虑量表的五个因子:交际畏惧、负面评价恐惧、师生互动忧惧、对英语课不自信和对英语课的负面态度。其中前三个因子验证了Horwitz等(1986)提出的外语课堂焦虑的概念结构中的交际畏惧和负面评价恐惧,但Horwitz等提出的的考试焦虑在本研究中没有得到验证。本研究提取的五个因子反映了学生课堂焦虑的主要来源,体现了国内课堂不同的教学方式及教师的独特地位。同时,本研究发现学生普遍存在外语课堂焦虑状况,但中国本科生的课堂焦虑水平明显低于国外以英语为母语的外语初学者的平均水平。The findings of an examination of the reliability and construct validity of the Foreign Language Classroom Anxiety Scale(FLCAS)were reported based on 330 Chinese ESL first-year university students.Results reveal that the Chinese version of FLCAS has a high internal reliability and test-retest reliability.Exploratory factor analysis yielded five factors:Communication Apprehension,Fear of Negative Evaluation,Communication Apprehension between Students and Teachers,Low Self-confidence in English Class and Negative Attitudes towards English Class.The first three factors confirmed the conceptual constructs proposed by Horwitz et al.(1986)but test anxiety which was claimed to be one of the conceptual constructs of the FLCAS was not found in this study.The five factors were identified as main sources of anxiety in foreign language class and reflect the unique teaching style and teacher's role in our class.In addition,survey results show that Chinese EFL learners experience lower level of language anxiety compared with English-speaking learners of foreign languages.

关 键 词：焦虑量表 信度 效度 

分 类 号：H319.3[语言文字—英语]