《英語考試焦慮研究(英文版)》是跨學科的研究成果總結，涉及外語教學、語言測試、教育心理學、心理測量學和統計學等多個學科。《英語考試焦慮研究(英文版)》在大量調查訪談的基礎上，深入探尋了英語考試焦慮的特點和本質，詳細介紹了英語考試焦慮的診斷、測量及其與其他焦慮類型的關係，並探討了英語考試焦慮研究對外語教學、語言測試和教育心理學等領域研究的啟示作用，可以為英語教學改革提供理論依據。
基本介紹
- 書名：英語考試焦慮研究
- 作者：董梅
- 出版日期：2013年9月1日
- 語種：英語
- ISBN：7502197338
- 外文名：English Test Anxiety Study
- 出版社：石油工業出版社
- 頁數：173頁
- 開本：16
內容簡介,圖書目錄,
內容簡介
《英語考試焦慮研究(英文版)》適合國內外高校英語教師、英語專業研究生和高年級本科生以及對英語教學研究感興趣的人群閱讀。
圖書目錄
Chapter 1 Introduction
1.1 EnglishEducationinChina
1.1.1 Russian Domination
1.1.2 English Replaced Russian in China
1.1.3 Back to English Education
1.1.4The Exploration Period
1.1.5 The Reform Period
1.1.6 English Learning Craze in China
1.1.7 English Teaching Practice in Universities
1.1.8 Turning Pale at the Mention of CET
1.2The Necessity for Developing the English Test Anxiety Scale
1.2.1 The Yearn for Fair Evaluation and Valid Inferences
1.2.2 Empirical Studies Require More Fine—Grained Test Anxiety Scales
1.3 What Is This Study Out to Achieve？
1.4 What Does This Study Try to Tell Us？
1.5 Research Outline of This Study
Chapter 2 PreviousResearchesonTest Anxiety
2.1 A Blind Man's Approach to the Defining of Test Anxiety
2.2 TheCharacteristicsof TestAnxiety
2.2.1 Is Test Anxiety A Trait， State Or Situation—Specific Construct？
2.2.2 Is Test Anxiety Time—Dependent？
2.2.3 How are the Dimensionalities of the Test Anxiety？
2.2.4Is Test Anxiety Debilitating or Facilitating？
2.2.5Do People Experience Equal Test Anxiety across Four Language Skills？
2.3 Theories about Test Anxiety—Performance Mechanism
2.3.1 Physiological Arousal Theory
2.3.2 Attention—DistributionTheory
2.3.3Cognitive Interference Theory
2.3.4Worry， Emotionality and Test Performance
2.3.5 MotivationAchievement Theory
2.3.6 Interaction Theory
2.3.7 Behavior Associated With Test Anxiety and Test Performance Effect
2.4Conclusions of Test AnxietyResearches
2.4.1 Nature of test anxiety
2.4.2 Debilitating and facilitating test anxieties
2.4.3Test anxiety and test performance mechanism
2.4.4 Comparison of test anxiety theones
2.5 Implications for Language Testing
Chapter 3 The Measurement of the ETA
3.1 The Construction of the ETAS
3.1.1 Two Assumptions about the ETAS
3.1.2 The Interaction Paradigm Associated with ETA
3.1.3 What Does the ETAS Aim to Achieve？
3.1.4Item Development Criteria Associated with the ETAS
3.1.5 Item Development Process
3.1.6 The Birth of the ETAS
3.2 The Validation of the ETAS
3.2.1Method
3.2.1.1 Participants
3.2.1.2 Instruments and procedure
3.2.1.3 Data analysis
3.2.2 Results
3.2.2.1 Descriptive statistics
3.2.2.2 External reliability
3.2.2.3 Internal reliability
3.2.2.4 Structural validity
3.2.2.5 Logic validity
3.2.2.6 Criterion validity
3.2.3Discussion
3.2.3.1 Reliability of the ETAS
3.2.3.2 Validity of the ETAS N
Chapter 4 The Nature of the ETA Construct
4.1 The Intemal Structure of the ETA
4.1.1Method
4.1.1.1 Participants
4.1.1.2 Instruments and procedure
4.1.1.3 Data analysis
4.1.2 Results
4.1.3 Discussion
4.2 Correlations among the Components of the ETA
4.2.1Method
4.2.1.1Participants
4.2.1.2 Instrumentsand'procedure
4.2.1.3 Dataanalysis
4.2.2Results
4.2.3 Discussion
4.3 Does A Test—Taker Experience the Same Level of ETA—Listening，
Speaking，ReadingandWriting Anxieties？
4.3.1 Method
4.3.1.1 Participants
4.3.1.2 Instruments and procedure
4.3.1.3 Dataanalysis
4.3.2 Results
4.3.3 Discussion
Chapter 5 The Relationslups between ETA and Other Kinds of Anxieties.
5.1 The Correlation Studies of ETA and Other Kinds of Anxiety
5.1.1Method
5.1.1.1 Participants
5.1.1.2 Instruments and procedure
5.1.1.3 Data analysis
5.1.2 Results
5.1.2.1 Reliability of the eight instruments
5.1.2.2 ETA and the other kinds of anxiety
5.1.2.3Language skill—specific ETA anxieties and the languageskill— specificanxieties
5.1.3 Discussion
5.2 Partial Studies of the Language Skill—Specific ETA Anxieties
5.2.1 Method
5.2.1.1 Participants
5.2.1.2Instrumentsand procedure
5.2.1.3 Data analysis
5.2.2 Results
5.2.3 Discussion
Chapter 6 The Application of the ETAS
6.1 What Does the ETA Score Mean？
6.2 Some ETA Reports of the Sample Students
Chapter 7 Conclusions
7.1Research Questions
7.1.1 How to Measure the ETA Construct？
7.1.2 How are the Reliability and Validity of the ETAS？
7.1.3 What is the Nature of the ETA Construct？
7.1.4 Does A Test—Taker Experience the Same Level of ETA—Listening，Speaking， Reading and Writing Anxieties？
7.1.5 What is the Relationship between ETA and Other Kinds of Anxiety？
7.2Main Findings
7.3 Implications for I2 Teaching， Test Anxiety Research and Future Researches
7.4 Limitations of This Research
References
Appendices
1.Introduction to Xi' an Shiyou University
2.The Chinese Version of the English Proficiency Test Anxiety
3.The Curves of the 20 Items in the ETAS
4.ACET—4Battery
5.A CET—6 Battery
6.The ETA Status of the Male Students
7.The ETA Status of the Female Students
1.1 EnglishEducationinChina
1.1.1 Russian Domination
1.1.2 English Replaced Russian in China
1.1.3 Back to English Education
1.1.4The Exploration Period
1.1.5 The Reform Period
1.1.6 English Learning Craze in China
1.1.7 English Teaching Practice in Universities
1.1.8 Turning Pale at the Mention of CET
1.2The Necessity for Developing the English Test Anxiety Scale
1.2.1 The Yearn for Fair Evaluation and Valid Inferences
1.2.2 Empirical Studies Require More Fine—Grained Test Anxiety Scales
1.3 What Is This Study Out to Achieve？
1.4 What Does This Study Try to Tell Us？
1.5 Research Outline of This Study
Chapter 2 PreviousResearchesonTest Anxiety
2.1 A Blind Man's Approach to the Defining of Test Anxiety
2.2 TheCharacteristicsof TestAnxiety
2.2.1 Is Test Anxiety A Trait， State Or Situation—Specific Construct？
2.2.2 Is Test Anxiety Time—Dependent？
2.2.3 How are the Dimensionalities of the Test Anxiety？
2.2.4Is Test Anxiety Debilitating or Facilitating？
2.2.5Do People Experience Equal Test Anxiety across Four Language Skills？
2.3 Theories about Test Anxiety—Performance Mechanism
2.3.1 Physiological Arousal Theory
2.3.2 Attention—DistributionTheory
2.3.3Cognitive Interference Theory
2.3.4Worry， Emotionality and Test Performance
2.3.5 MotivationAchievement Theory
2.3.6 Interaction Theory
2.3.7 Behavior Associated With Test Anxiety and Test Performance Effect
2.4Conclusions of Test AnxietyResearches
2.4.1 Nature of test anxiety
2.4.2 Debilitating and facilitating test anxieties
2.4.3Test anxiety and test performance mechanism
2.4.4 Comparison of test anxiety theones
2.5 Implications for Language Testing
Chapter 3 The Measurement of the ETA
3.1 The Construction of the ETAS
3.1.1 Two Assumptions about the ETAS
3.1.2 The Interaction Paradigm Associated with ETA
3.1.3 What Does the ETAS Aim to Achieve？
3.1.4Item Development Criteria Associated with the ETAS
3.1.5 Item Development Process
3.1.6 The Birth of the ETAS
3.2 The Validation of the ETAS
3.2.1Method
3.2.1.1 Participants
3.2.1.2 Instruments and procedure
3.2.1.3 Data analysis
3.2.2 Results
3.2.2.1 Descriptive statistics
3.2.2.2 External reliability
3.2.2.3 Internal reliability
3.2.2.4 Structural validity
3.2.2.5 Logic validity
3.2.2.6 Criterion validity
3.2.3Discussion
3.2.3.1 Reliability of the ETAS
3.2.3.2 Validity of the ETAS N
Chapter 4 The Nature of the ETA Construct
4.1 The Intemal Structure of the ETA
4.1.1Method
4.1.1.1 Participants
4.1.1.2 Instruments and procedure
4.1.1.3 Data analysis
4.1.2 Results
4.1.3 Discussion
4.2 Correlations among the Components of the ETA
4.2.1Method
4.2.1.1Participants
4.2.1.2 Instrumentsand'procedure
4.2.1.3 Dataanalysis
4.2.2Results
4.2.3 Discussion
4.3 Does A Test—Taker Experience the Same Level of ETA—Listening，
Speaking，ReadingandWriting Anxieties？
4.3.1 Method
4.3.1.1 Participants
4.3.1.2 Instruments and procedure
4.3.1.3 Dataanalysis
4.3.2 Results
4.3.3 Discussion
Chapter 5 The Relationslups between ETA and Other Kinds of Anxieties.
5.1 The Correlation Studies of ETA and Other Kinds of Anxiety
5.1.1Method
5.1.1.1 Participants
5.1.1.2 Instruments and procedure
5.1.1.3 Data analysis
5.1.2 Results
5.1.2.1 Reliability of the eight instruments
5.1.2.2 ETA and the other kinds of anxiety
5.1.2.3Language skill—specific ETA anxieties and the languageskill— specificanxieties
5.1.3 Discussion
5.2 Partial Studies of the Language Skill—Specific ETA Anxieties
5.2.1 Method
5.2.1.1 Participants
5.2.1.2Instrumentsand procedure
5.2.1.3 Data analysis
5.2.2 Results
5.2.3 Discussion
Chapter 6 The Application of the ETAS
6.1 What Does the ETA Score Mean？
6.2 Some ETA Reports of the Sample Students
Chapter 7 Conclusions
7.1Research Questions
7.1.1 How to Measure the ETA Construct？
7.1.2 How are the Reliability and Validity of the ETAS？
7.1.3 What is the Nature of the ETA Construct？
7.1.4 Does A Test—Taker Experience the Same Level of ETA—Listening，Speaking， Reading and Writing Anxieties？
7.1.5 What is the Relationship between ETA and Other Kinds of Anxiety？
7.2Main Findings
7.3 Implications for I2 Teaching， Test Anxiety Research and Future Researches
7.4 Limitations of This Research
References
Appendices
1.Introduction to Xi' an Shiyou University
2.The Chinese Version of the English Proficiency Test Anxiety
3.The Curves of the 20 Items in the ETAS
4.ACET—4Battery
5.A CET—6 Battery
6.The ETA Status of the Male Students
7.The ETA Status of the Female Students
