将外语课堂的焦虑与泰国学生的汉语成功联系起来
Li Pan1, Huiqin Luo1, Xianyue He2
1Shandong Xiehe University, China.
Acta psychologica
|April 14, 2025
概括
这项研究改进了泰国中学中学汉语学习者的外语课堂焦虑量表 (FLCAS),产生了一个四因素模型. 焦虑程度因学习经验而异,但不取决于性别,而HSK分数因这两种因素而异.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 心理测量 心理测量 心理测量
背景情况:
- 外国语言课堂焦虑量表 (FLCAS) 是广泛使用的,但在研究中显示了构造变化.
- 文化背景和分析方法影响了FLCAS项目解释.
- 泰国中学中文课堂需要一个经过验证的FLCAS模型.
研究的目的:
- 重新审视泰国中学中文课堂中的FLCAS构造.
- 在这种情况下,开发和验证中国课堂焦虑的测量模型.
- 分析与性别和学习经验相关的FLCAS子构造和HSK分数.
主要方法:
- 使用了探索性因素分析 (EFA) 和确认性因素分析 (CFA).
- 数据来自6所学校的810名泰国高中生.
- 分析包括检查性别差异,学习经验和与HSK成绩的相关性.
主要成果:
- 建立了一个修订后的四因素FLCAS模型,包含19个项目.
- 在FLCAS的子结构中,没有显著的性别差异,但与中国的学习经验有所不同.
- 根据性别和中文学习经验,HSK成绩有很大的差异.
结论:
- 精致的FLCAS模型为泰国学生提供了文化相关的中国课堂焦虑的衡量标准.
- 了解焦虑与学习经验和熟练程度 (HSK) 的关系至关重要.
- 这项研究强调了在语言焦虑研究中,上下文特定规模验证的重要性.
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