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书名:英语考试焦虑研究(英文版)

原价：50.00元

售价：37.5元,便宜12.5元,折扣75

作者:董梅

出版社：石油工业出版社

出版日期：2013-09-01

ISBN：9787502197339

字数：

页码：173

版次：1

装帧：平装

开本：16

商品重量：0.281kg

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《英语考试焦虑研究(英文版)》适合国内外高校英语教师、英语专业研究生和高年级本科生以及对英语教学研究感兴趣的人群阅读。

内容提要

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《英语考试焦虑研究(英文版)》是跨学科的研究成果总结，涉及外语教学、语言测试、教育心理学、心理测量学和统计学等多个学科。《英语考试焦虑研究(英文版)》在大量调查访谈的基础上，深入探寻了英语考试焦虑的特点和本质，详细介绍了英语考试焦虑的诊断、测量及其与其他焦虑类型的关系，并探讨了英语考试焦虑研究对外语教学、语言测试和教育心理学等领域研究的启示作用，可以为英语教学改革提供理论依据。

目录

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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 AnxietyScale
1.2.1 The Yearn for Fair Evaluation and Valid Inferences
1.2.2 Empirical Studies Require More Fine—Grained Test AnxietyScales
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—SpecificConstruct？
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 LanguageSkills？
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 PerformanceEffect
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 De*ive 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 ofETA—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 ofAnxieties.
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 ETAAnxieties
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 ofETA—Listening，Speaking， Reading and Writing Anxieties？
7.1.5 What is the Relationship between ETA and Other Kinds ofAnxiety？
7.2Main Findings
7.3 Implications for I2 Teaching， Test Anxiety Research and FutureResearches
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

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