非英语专业大学生CET4成绩影响因素的结构模型

On the Structural Model of Factors Affecting CET4 Scores of Non-English Majors

以501名参加过CET4的非英语专业大学生为研究对象,通过英语自我效能感问卷(ESEQ)、英语学习焦虑量表(E-LAS)和英语学习策略量表(ELSI)的测量,探讨CET4成绩与其主要影响因素性别、英语自我效能感、英语学习焦虑和英语学习策略之间的结构关系模型。结果显示:(1)非英语专业大学生的英语学习焦虑存在显著的性别差异(女生低于男生);(2)性别除与英语学习策略不存在直接路径作用外,与CET4成绩、英语自我效能感、英语学习焦虑间均存在直接路径作用;(3)英语学习焦虑对CET4成绩既存在直接路径作用,又通过英语自我效能感、英语学习策略和英语自我效能感的中介产生间接路径作用;(4)英语学习策略仅通过英语自我效能感的中介对CET4成绩产生间接路径作用。研究还表明英语自我效能感在CET4成绩影响因素的结构模型中起着瓶颈作用。

With 501 subjects of non-English majors who have taken the CET4, the paper discusses the structural model of factors affecting non-English majors＇ CET4 scores by means of ESEQ, ELAS and ELSI. The structural model covers major factors such as gender, English self-efficacy, English learning anxiety and English learning strategy. It concludes： （1） non-English majors＇ English learning anxiety has a remarkable gender difference （the females＇ anxiety is lower than the males＇ ） ; （2）gender has a direct effect on CET4 scores, English self-efficacy and English learning anxiety, but not English learning strategy; （3） English learning anxiety has a direct effect on CET4 score, and an indirect effect through the media of English self-efficacy, English learning anxiety and English learning strategy; （4） English learning strategy only has an indirect effect on CET4 scores through the medium of English selfefficacy. The paper also reveals that English self-efficacy plays a vital role among all the factors affecting CET4 scores.