非英语专业研究生课堂焦虑研究：本土化量表结构效度的检验

A study of non-English-major graduate students' English learning anxiety: An examination of the construct validity of a foreign language classroom anxiety scale adapted with Chinese cultural considerations

本研究报告了对中国非英语专业研究生的英语学习焦虑心理结构的考察结果。考虑到中国文化可能对学习者英语学习心理产生影响，本研究没有直接采用由Horwitz、Horwitz 和Cope（1986）编制的外语课堂焦虑量表（FLCAS）， 而是采用经过Yan（1998）修订的、具有中国本土文化色彩的外语课堂焦虑量表（Y_FLCAS），对253 名非英语专业硕士生和博士生进行了调查。探索性因子分析发现，中国本土文化的确对受试的英语学习焦虑有影响；中国非英语专业研究生的英语学习焦虑体现在五个维度：对负面评价的恐惧、对师生沟通的忧惧、对英语课的负面态度、对英语课不自信，以及与英语母语者交流的不适感。根据调查结果，本研究就如何在非英语专业研究生中创造低焦虑的课堂环境提出了针对性的建议。

This paper reports the findings of a study investigating the construct of Chinese non-English-major graduate students' English learning anxiety. The research instrument used was a revised foreign language classroom anxiety scale (FLCAS) which was originally developed by Horwitz et al. (1986) and later adapted by Yan (1998) by adding six items with Chinese cultural considerations. 253 Chinese graduate students participated in the investigation. An exploratory factor analysis was carried out that yielded five factors: Fear of Negative Evaluation, Communication Apprehension between Students and Teachers, Negative Attitudes towards the English Class, Low Self-confidence in the English Class, and Uncomfortableness when Communicating with Native Speakers. Chinese culture was found having an impact on the participants' English learning anxiety. The article concludes with pedagogic implications for English teachers when attempting to create a low-anxiety classroom environment for non-English-major graduate students.