影响中国高校学生对待双语教学态度因素的结构方程模型分析

Factors on undergraduates' attitudes towards bilingual education: a structural equation approach

本文论述了影响学生对待双语教学态度的主要因素，用AMOS 7.0 对这些因素进行了结构方程模型分析并发现：学生的英语成绩、专业成绩和英语水平对于他们对双语教学的态度有积极的作用。教师的英语水平、专业水平和双语教学模式对于学生对双语教学的态度的形成有明显的间接效应。此外，学生的英语学习动机和专业学习动机以及双语教材的选择也会对他们态度的形成有一定的作用。为此，双语教师要尽量从学生的角度出发，关注双语教学的效果，并适当对双语教学模式进行调整。此外，双语教师还要尽快提高自身的英语口语表达能力，为全英语教学奠定基础，尽快满足学生迫切希望提高英语口语能力的愿望。

The paper analyzed the factors that influenced the undergraduates' attitudes towards English-Chinese bilingual education practiced now in most of the universities in China through structural equation modeling (AMOS 7.0). The author found that the undergraduates' English achievements， major achievements and their English proficiency had great direct effects on their formation of their attitudes towards English-Chinese bilingual education; that the bilingual teachers' English proficiency， their knowledge about the subject and their teaching approach had indirect effects; and that the students' English learning motivation and their subject learning motivation also had effects on the formation of the attitudes. According to the results， the author suggested that bilingual teachers should pay more attention to the students' actual situation and they should improve their own oral English proficiency to satisfy the latter's demands in bilingual classes.