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品牌：石油工業(yè)出版社詳情基本信息
書(shū)名:EnglishTestAnxietyStudy-英語(yǔ)考試焦慮研究
原價(jià)：50.00元
售價(jià)：42.5元,便宜7.5元,折扣85
作者:董梅
出版社：石油工業(yè)出版社
出版日期：2013-09-01
ISBN：9787502197339
字?jǐn)?shù)：
頁(yè)碼：173
版次：1
裝幀：平裝
開(kāi)本：16
商品重量：0.281kg
編輯推薦
《英語(yǔ)考試焦慮研究(英文版)》適合國(guó)內(nèi)外高校英語(yǔ)教師、英語(yǔ)專(zhuān)業(yè)研究生和高年級(jí)本科生以及對(duì)英語(yǔ)教學(xué)研究感興趣的人群閱讀。
內(nèi)容提要
《英語(yǔ)考試焦慮研究(英文版)》是跨學(xué)科的研究成果總結(jié)，涉及外語(yǔ)教學(xué)、語(yǔ)言測(cè)試、教育心理學(xué)、心理測(cè)量學(xué)和統(tǒng)計(jì)學(xué)等多個(gè)學(xué)科�！队⒄Z(yǔ)考試焦慮研究(英文版)》在大量調(diào)查訪(fǎng)談的基礎(chǔ)上，深入探尋了英語(yǔ)考試焦慮的特點(diǎn)和本質(zhì)，詳細(xì)介紹了英語(yǔ)考試焦慮的診斷、測(cè)量及其與其他焦慮類(lèi)型的關(guān)系，并探討了英語(yǔ)考試焦慮研究對(duì)外語(yǔ)教學(xué)、語(yǔ)言測(cè)試和教育心理學(xué)等領(lǐng)域研究的啟示作用，可以為英語(yǔ)教學(xué)改革提供理論依據(jù)。
目錄
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
作者介紹
暫時(shí)沒(méi)有內(nèi)容
文摘
版權(quán)頁(yè)：
one senior high students.PubMed, 40(1), 50 -2.Retrieved from ://.ncbi.nlm.nih.gov/ pubmed/16620604.
Maclntyre P D.& Gardner R C.1991.Methods and results in thestudy of anxiety and language learning: A review of theliterature.Language Leaming, 41( 1), 85-117.
Maclntyre P D.1998.Language anxiety: a review of the research forlanguage teachers.In D.J.Young (Ed.), Affect in foreign languageand second language learning: A practical guide to creating alow-anxiety classroomatmosphere.Boston: McGraw-Hill.
Maclntyre P D.& Gardner R C.1989.Anxiety and language learning:Towards a theoretical classification.Language Learning, 39,251-75.
Mckeachie W J.Pollie D.& Spiesman J.1955.Relieving anxietyduring examinations.Journal of Abnormal and Social Psychology, 50,93-98.
Mckeachie W J.1984.Does anxiety disrupt information processing, orpoor information processing lead to anxiety?Intemational Review ofApplied Psychology, 33,187-203.
Mehrens W A.& Lehman I J.1991.Measurement and evaluation ineducation and psychology (4th ed.).Orlando, FL: Holt, Rinehart andWinston, Inc.
Messick S.1995.Validity of psychological assessment: Validation ofinferences from persons responses and performances as scientificinquiry into score meaning.American Psychologist, 50 (9), 741-749.
Mechanic D.1962.Students under stress: A study of the socialpsychology of adaptation.New York: Free Press of Glencoe.
Meichenbaum D.& Butler 1.1980.Toward a conceptual model for thetreatment of test anxiety: Implications for research andtreatment.In I.C.Sarason ( Ed.), Test anxiety: Theory, research andapplications.Hillsdale,NJ: Erlbaum.
Moms L W.Davis M A.& Hutchings C H.1981.Cognitive and emotionalponents of anxiety: Literature reviewand a revisedworry-emotionality scale.Journal of Educational Psychology, 73,541-555.
Morris L W.& Liebert R M.1970.Relationship of cognitive andemotional ponents of test anxiety to physiological arousal andacademic performance.
National college English syllabus for non-Englishmajors.1999.Beijing: Higher Education Department of the Ministry ofEducation of the People' s Republic of China.
Nunnally J C.& Bernstein I H.1994.Psychometric theory (3rded.).New York: McCraw-Hill.Oller J W Jr.1979.Language tests atschool.London: Longman.序言
暫時(shí)沒(méi)有內(nèi)容
目錄
基本信息
書(shū)名:EnglishTestAnxietyStudy-英語(yǔ)考試焦慮研究
原價(jià)：50.00元
售價(jià)：42.5元,便宜7.5元,折扣85
作者:董梅
出版社：石油工業(yè)出版社
出版日期：2013-09-01
ISBN：9787502197339
字?jǐn)?shù)：
頁(yè)碼：173
版次：1
裝幀：平裝
開(kāi)本：16
商品重量：0.281kg
編輯推薦
《英語(yǔ)考試焦慮研究(英文版)》適合國(guó)內(nèi)外高校英語(yǔ)教師、英語(yǔ)專(zhuān)業(yè)研究生和高年級(jí)本科生以及對(duì)英語(yǔ)教學(xué)研究感興趣的人群閱讀。
內(nèi)容提要
《英語(yǔ)考試焦慮研究(英文版)》是跨學(xué)科的研究成果總結(jié)，涉及外語(yǔ)教學(xué)、語(yǔ)言測(cè)試、教育心理學(xué)、心理測(cè)量學(xué)和統(tǒng)計(jì)學(xué)等多個(gè)學(xué)科�！队⒄Z(yǔ)考試焦慮研究(英文版)》在大量調(diào)查訪(fǎng)談的基礎(chǔ)上，深入探尋了英語(yǔ)考試焦慮的特點(diǎn)和本質(zhì)，詳細(xì)介紹了英語(yǔ)考試焦慮的診斷、測(cè)量及其與其他焦慮類(lèi)型的關(guān)系，并探討了英語(yǔ)考試焦慮研究對(duì)外語(yǔ)教學(xué)、語(yǔ)言測(cè)試和教育心理學(xué)等領(lǐng)域研究的啟示作用，可以為英語(yǔ)教學(xué)改革提供理論依據(jù)。
目錄
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
作者介紹
暫時(shí)沒(méi)有內(nèi)容
文摘
one senior high students.PubMed, 40(1), 50 -2.Retrieved from ://.ncbi.nlm.nih.gov/ pubmed/16620604.
Maclntyre P D.& Gardner R C.1991.Methods and results in thestudy of anxiety and language learning: A review of theliterature.Language Leaming, 41( 1), 85-117.
Maclntyre P D.1998.Language anxiety: a review of the research forlanguage teachers.In D.J.Young (Ed.), Affect in foreign languageand second language learning: A practical guide to creating alow-anxiety classroomatmosphere.Boston: McGraw-Hill.
Maclntyre P D.& Gardner R C.1989.Anxiety and language learning:Towards a theoretical classification.Language Learning, 39,251-75.
Mckeachie W J.Pollie D.& Spiesman J.1955.Relieving anxietyduring examinations.Journal of Abnormal and Social Psychology, 50,93-98.
Mckeachie W J.1984.Does anxiety disrupt information processing, orpoor information processing lead to anxiety?Intemational Review ofApplied Psychology, 33,187-203.
Mehrens W A.& Lehman I J.1991.Measurement and evaluation ineducation and psychology (4th ed.).Orlando, FL: Holt, Rinehart andWinston, Inc.
Messick S.1995.Validity of psychological assessment: Validation ofinferences from persons responses and performances as scientificinquiry into score meaning.American Psychologist, 50 (9), 741-749.
Mechanic D.1962.Students under stress: A study of the socialpsychology of adaptation.New York: Free Press of Glencoe.
Meichenbaum D.& Butler 1.1980.Toward a conceptual model for thetreatment of test anxiety: Implications for research andtreatment.In I.C.Sarason ( Ed.), Test anxiety: Theory, research andapplications.Hillsdale,NJ: Erlbaum.
Moms L W.Davis M A.& Hutchings C H.1981.Cognitive and emotionalponents of anxiety: Literature reviewand a revisedworry-emotionality scale.Journal of Educational Psychology, 73,541-555.
Morris L W.& Liebert R M.1970.Relationship of cognitive andemotional ponents of test anxiety to physiological arousal andacademic performance.
National college English syllabus for non-Englishmajors.1999.Beijing: Higher Education Department of the Ministry ofEducation of the People' s Republic of China.
Nunnally J C.& Bernstein I H.1994.Psychometric theory (3rded.).New York: McCraw-Hill.Oller J W Jr.1979.Language tests atschool.London: Longman.
序言
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