英语学习焦虑量表的编译及信效度检验

Translation of the English Learning Anxiety Scale and Test of its Reliability and Validity

目的编译外语课堂焦虑量表(theForeignLanguageClassroomAnxietyScale,FLCAS)为英语学习焦虑量表(theEnglishLearningAnxietyScale,ELAS),并检验其信度与效度。方法将编译后的ELAS对参加过CET4的669名非英语专业大学生进行测量。结果ELAS由23个题项组成,包含4个分量表,分别是紧张不安、担忧、提问恐惧和一般焦虑。探索性因素分析后的4个分量表因素负荷分别为0.46~0.70、0.53~0.73、0.55~0.70、0.50~0.67,累积方差贡献率为48.95%;ELAS及分量表的Cronbachα系数为0.70~0.89,S-B分半信度为0.71~0.88;验证性因素分析后的拟合指标χ2/df、RMSEA、GFI、AGFI、NFI、NNFI、CFI、IFI分别为2.40、0.05、0.92、0.90、0.85、0.89、0.90、0.90;ELAS及分量表与CET4成绩的相关系数在-0.25^-0.64之间,ELAS与分量表的相关系数在0.69~0.80之间,分量表之间的相关系数在0.45~0.63之间。结论ELAS能有效测量我国非英语专业大学生英语学习焦虑的实际情况,是研究英语学习焦虑的有效工具。

Objective： To make an English Learning Anxiety Scale （ELAS） based on the Foreign Language Classroom Anxiety Scale （FLCAS） and to do a psychometric test of the ELAS. Method： After translation of the FLCAS into Chinese and did item adaptation to form an ELAS. It was administered to 669 college students with major field other than English. Result： The ELAS was composed of 23 items in four subscales： nervousness , worry, apprehension of being questioned, and sense of anxiety. Factor loadings in the exploratory factor analysis were： A1, 0. 46 - 0. 70 ; A2, 0. 53 - 0. 73 ; A3, 0. 55 - O. 70, A4, 0. 50 - 0. 67. 48. 95% of the total variance could explained. The Cronnbachcds 0. 70 - 0. 89, split-half reliability （ S-B ）, 0. 71 - 0. 88. x^2/df, RMSEA, GFI, AGFI, NFI, NNFI, CFI, IFI of the goodness of fit indices of confirmatory factor analysis were 2. 40, 0. 05, 0. 92, 0. 90, 0. 85, 0. 89, 0. 90, 0. 90. The correlation coefficient between ELAS and CET4 score is - 0. 25 -0. 64. The correlation coefficient between ELAS and the subscales was 0. 69 ~ 0. 80. The correlation coefficient between the subscales was 0. 45 N 0. 63. Conclusion： ELAS has good reliability and validity, could be an effective research instrument in studying anxiety of Chinese college students with major field other than English.