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A Study on Test Anxiety of Chinese College English Learners in Computer-based Spoken English Test

作　者: 杨艳霞
导　师: 李萌涛
学　校: 中国科学技术大学
专　业: 外国语言学及应用语言学
关键词: test anxiety computer-based spoken English test coping strategies
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 18次
引　用: 0次
阅　读: 论文下载

内容摘要

While the role of computers in language learning and teaching has been widely discussed in professional literature, much less has been studied about the application of computers in language testing. After a survey of the researches of computers in language testing, this paper focused on the analysis of test anxiety perceived by Chinese non-English majors in Computer-based Spoken English test (CBSET), on effective strategies to alleviate the anxieties and on test takers’attitude toward CBSET.Through questionnaires, CBSET, Oral Proficiency Interview (OPI), and interviews of college students, the research found that in the CBSET the major anxiety was caused by spoken English test rather than roused by the adoption of computers. Female students perceived a little more test anxiety than male students, though the anxiety difference was not significant. Besides, the perceived anxiety degree was negatively correlated with the language proficiency levels of the examinees. In terms of strategy, the results indicated that the reported strategies could effectively reduce test anxiety in CBSET. In particular, the most common learning strategy was that of memory and compensation, and the most frequently employed in CBSET was communication strategy. The findings also suggested that CBSET could effectively test and evaluate students’oral English abilities. In addition, the questionnaires and interviews told that students all preferred CBSET to OPI.The findings of the paper could provide constructive implication for both CBSET research and language pedagogy.

全文目录

Abstract  3-7
Chapter One Introduction  7-11
  1.1 Development of CBSET in China  7-8
  1.2 Research background and research aim  8-9
  1.3 Significance of the study  9
  1.4 Thesis structure  9-11
Chapter Two Theoretical Rationale and Literature Review  11-24
  2.1 Theoretical rationale of test anxiety  11-16
    2.1.1 Definition of anxiety  11
    2.1.2 Classification of anxiety  11-12
    2.1.3 Constructs of foreign language anxiety  12-13
    2.1.4 Components of test anxiety  13-14
    2.1.5 Theoretical model of test anxiety  14-16
  2.2 Literature review on test anxiety  16-18
    2.2.1 Facilitating and debilitating effects of test anxiety on test performance  16-17
    2.2.2 Researches on coping strategies on test anxiety  17-18
      2.2.2.1 Foreign language learning and use strategy  17-18
      2.2.2.2 Researches on the effect of coping strategies on test anxiety  18
  2.3 Researches on computer anxiety  18-21
    2.3.1 Definition of computer anxiety  19
    2.3.2 Theoretical foundations of computer anxiety  19-20
    2.3.3 Researches of computer anxiety on test performance  20-21
  2.4 Researches on CBSET  21-22
  2.5 Generalization of the previous researches  22-24
Chapter Three Research Design  24-29
  3.1 Research questions  24
  3.2 Research subjects  24-25
  3.3 Research instruments  25-28
    3.3.1 Reliability analysis  26
    3.3.2 Validity analysis  26-28
  3.4 Research procedure  28-29
Chapter Four Results and Discussion  29-46
  4.1 Analysis of students’test anxiety in CBSET  29-33
    4.1.1 General test anxiety statistics in CBSET  29-30
    4.1.2 Analysis of the specific test anxiety in CBSET  30
    4.1.3.A nxiety differences in gender  30-31
    4.1.4 Anxiety differences at different language proficiency levels  31-33
  4.2 Analysis of the effect of test anxiety on test performance  33-34
  4.3 Anxiety determinants analysis  34-36
    4.3.1 Proximal factor analysis  34-36
      4.3.1.1 Major anxiety source for students at different language levels  35-36
    4.3.2 Distal factor analysis  36
      4.3.2.1 Personal determinants of test anxiety  36
  4.4 Analysis of computer anxiety  36-38
    4.4.1 Analysis of computer anxiety  36-37
    4.4.2 Analysis of the effects of computer anxiety  37-38
  4.5 Analysis of coping strategies’effect on test anxiety  38-41
    4.5.1 Analysis of students’language learning strategy use  39-40
    4.5.2 Analysis of strategy use in CBSET  40-41
  4.6 Analysis of students’attitude toward CBSET and OPI  41-46
    4.6.1 Correlation analysis of students’performance in CBSET and OPI  41-44
    4.6.2 Students’attitude toward CBSET and OPI  44-46
      4.6.2.1 Preference difference of students at different language proficiency levels  44-45
      4.6.2.2 Preference difference in gender  45-46
Chapter Five Conclusion  46-50
  5.1 Summary of the study  46-47
  5.2. Implications of the study  47-49
    5.2.1 Implications of spoken English test research  47-48
    5.2.2 Pedagogical implications  48-49
  5.3 Limitations and suggestions for future research  49-50
References  50-55
Appendices  55-59
在读期间发表的学术论文  59

A Study on Test Anxiety of Chinese College English Learners in Computer-based Spoken English Test

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