英语考试焦虑研究 英文版PDF|Epub|txt|kindle电子书版本网盘下载

英语考试焦虑研究 英文版PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 English Education in China1

1.1.1 Russian Domination2

1.1.2 English Replaced Russian in China2

1.1.3 Back to English Education3

1.1.4 The Exploration Period3

1.1.5 The Reform Period4

1.1.6 English Learning Craze in China5

1.1.7 English Teaching Practice in Universities6

1.1.8 Turning Pale at the Mention of CET6

1.2 The Necessity for Developing the English Test Anxiety Scale9

1.2.1 The Yearn for Fair Evaluation and Valid Inferences10

1.2.2 Empirical Studies Require More Fine-Grained Test Anxiety Scales13

1.3 What Is This Study Out to Achieve？14

1.4 What Does This Study Try to Tell Us？15

1.5 Research Outline of This Study15

Chapter 2 Previous Researches on Test Anxiety17

2.1 A Blind Man's Approach to the Defining of Test Anxiety17

2.2 The Characteristics of Test Anxiety19

2.2.1 Is Test Anxiety A Trait,State Or Situation-Specific Construct？19

2.2.2 Is Test Anxiety Time-Dependent？20

2.2.3 How are the Dimensionalities of the Test Anxiety？20

2.2.4 Is Test Anxiety Debilitating or Facilitating？22

2.2.5 Do People Experience Equal Test Anxiety across Four Language Skills？23

2.3 Theories about Test Anxiety-Performance Mechanism24

2.3.1 Physiological Arousal Theory25

2.3.2 Attention-Distribution Theory25

2.3.3 Cognitive Interference Theory26

2.3.4 Worry,Emotionality and Test Performance27

2.3.5 Motivation Achievement Theory28

2.3.6 Interaction Theory28

2.3.7 Behavior Associated With Test Anxiety and Test Performance Effect31

2.4 Conclusions of Test Anxiety Researches31

2.4.1 Nature of test anxiety31

2.4.2 Debilitating and facilitating test anxieties32

2.4.3 Test anxiety and test performance mechanism32

2.4.4 Comparison of test anxiety theories33

2.5 Implications for Language Testing33

Chapter 3 The Measurement of the ETA35

3.1 The Construction of the ETAS36

3.1.1 Two Assumptions about the ETAS36

3.1.2 The Interaction Paradigm Associated with ETA36

3.1.3 What Does the ETAS Aim to Achieve？38

3.1.4 Item Development Criteria Associated with the ETAS38

3.1.5 Item Development Process39

3.1.6 The Birth of the ETAS39

3.2 The Validation of the ETAS41

3.2.1 Method41

3.2.1.1 Participants41

3.2.1.2 Instruments and procedure41

3.2.1.3 Data analysis41

3.2.2 Results42

3.2.2.1 Descriptive statistics42

3.2.2.2 External reliability46

3.2.2.3 Internal reliability47

3.2.2.4 Structural validity48

3.2.2.5 Logic validity55

3.2.2.6 Criterion validity57

3.2.3 Discussion58

3.2.3.1 Reliability of the ETAS58

3.2.3.2 Validity of the ETAS59

Chapter 4 The Nature of the ETA Construct61

4.1 The Internal Structure of the ETA61

4.1.1 Method62

4.1.1.1 Participants62

4.1.1.2 Instruments and procedure62

4.1.1.3 Data analysis62

4.1.2 Results62

4.1.3 Discussion64

4.2 Correlations among the Components of the ETA67

4.2.1 Method67

4.2.1.1 Participants67

4.2.1.2 Instruments and procedure67

4.2.1.3 Data analysis67

4.2.2 Results67

4.2.3 Discussion69

4.3 Does A Test-Taker Experience the Same Level of ETA-Listening,Speaking,Reading and Writing Anxieties？71

4.3.1 Method71

4.3.1.1 Participants71

4.3.1.2 Instruments and procedure71

4.3.1.3 Data analysis72

4.3.2 Results72

4.3.3 Discussion72

Chapter 5 The Relationships between ETA and Other Kinds of Anxieties74

5.1 The Correlation Studies of ETA and Other Kinds of Anxiety74

5.1.1 Method74

5.1.1.1 Participants74

5.1.1.2 Instruments and procedure74

5.1.1.3 Data analysis79

5.1.2 Results79

5.1.2.1 Reliability of the eight instruments79

5.1.2.2 ETA and the other kinds of anxiety79

5.1.2.3 Language skill-specific ETA anxieties and the language skill-specific anxieties80

5.1.3 Discussion80

5.2 Partial Studies of the Language Skill-Specific ETA Anxieties82

5.2.1 Method82

5.2.1.1 Participants82

5.2.1.2 Instruments and procedure82

5.2.1.3 Data analysis83

5.2.2 Results83

5.2.3 Discussion84

Chapter 6 The Application of the ETAS85

6.1 What Does the ETA Score Mean？85

6.2 Some ETA Repots of the Sample Students85

Chapter 7 Conclusions90

7.1 Research Questions90

7.1.1 How to Measure the ETA Construct？90

7.1.2 How are the Reliability and Validity of the ETAS？93

7.1.3 What is the Nature of the ETA Construct？94

7.1.4 Does A Test-Taker Experience the Same Level of ETA-Listening,Speaking,Reading and Writing Anxieties？95

7.1.5 What is the Relationship between ETA and Other Kinds of Anxiety？96

7.2 Main Findings97

7.3 Implications for L2 Teaching,Test Anxiety Research and Future Researches97

7.4 Limitations of This Research102

References104

Appendices111

1．Introduction to Xi'an Shiyou University111

2．The Chinese Version of the English Proficiency Test Anxiety112

3．The Curves of the 20 Items in the ETAS119

4．A CET-4 Battery129

5．A CET-6 Battery145

6．The ETA Status of the Male Students166

7．The ETA Status of the Female Students172