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Chapter 1 Introduction 1

1.1 English Education in China 1

1.1.1 Russian Domination 2

1.1.2 English Replaced Russian in China 2

1.1.3 Back to English Education 3

1.1.4 The Exploration Period 3

1.1.5 The Reform Period 4

1.1.6 English Learning Craze in China 5

1.1.7 English Teaching Practice in Universities 6

1.1.8 Turning Pale at the Mention of CET 6

1.2 The Necessity for Developing the English Test Anxiety Scale 9

1.2.1 The Yearn for Fair Evaluation and Valid Inferences 10

1.2.2 Empirical Studies Require More Fine-Grained Test Anxiety Scales 13

1.3 What Is This Study Out to Achieve？ 14

1.4 What Does This Study Try to Tell Us？ 15

1.5 Research Outline of This Study 15

Chapter 2 Previous Researches on Test Anxiety 17

2.1 A Blind Man's Approach to the Defining of Test Anxiety 17

2.2 The Characteristics of Test Anxiety 19

2.2.1 Is Test Anxiety A Trait,State Or Situation-Specific Construct？ 19

2.2.2 Is Test Anxiety Time-Dependent？ 20

2.2.3 How are the Dimensionalities of the Test Anxiety？ 20

2.2.4 Is Test Anxiety Debilitating or Facilitating？ 22

2.2.5 Do People Experience Equal Test Anxiety across Four Language Skills？ 23

2.3 Theories about Test Anxiety-Performance Mechanism 24

2.3.1 Physiological Arousal Theory 25

2.3.2 Attention-Distribution Theory 25

2.3.3 Cognitive Interference Theory 26

2.3.4 Worry,Emotionality and Test Performance 27

2.3.5 Motivation Achievement Theory 28

2.3.6 Interaction Theory 28

2.3.7 Behavior Associated With Test Anxiety and Test Performance Effect 31

2.4 Conclusions of Test Anxiety Researches 31

2.4.1 Nature of test anxiety 31

2.4.2 Debilitating and facilitating test anxieties 32

2.4.3 Test anxiety and test performance mechanism 32

2.4.4 Comparison of test anxiety theories 33

2.5 Implications for Language Testing 33

Chapter 3 The Measurement of the ETA 35

3.1 The Construction of the ETAS 36

3.1.1 Two Assumptions about the ETAS 36

3.1.2 The Interaction Paradigm Associated with ETA 36

3.1.3 What Does the ETAS Aim to Achieve？ 38

3.1.4 Item Development Criteria Associated with the ETAS 38

3.1.5 Item Development Process 39

3.1.6 The Birth of the ETAS 39

3.2 The Validation of the ETAS 41

3.2.1 Method 41

3.2.1.1 Participants 41

3.2.1.2 Instruments and procedure 41

3.2.1.3 Data analysis 41

3.2.2 Results 42

3.2.2.1 Descriptive statistics 42

3.2.2.2 External reliability 46

3.2.2.3 Internal reliability 47

3.2.2.4 Structural validity 48

3.2.2.5 Logic validity 55

3.2.2.6 Criterion validity 57

3.2.3 Discussion 58

3.2.3.1 Reliability of the ETAS 58

3.2.3.2 Validity of the ETAS 59

Chapter 4 The Nature of the ETA Construct 61

4.1 The Internal Structure of the ETA 61

4.1.1 Method 62

4.1.1.1 Participants 62

4.1.1.2 Instruments and procedure 62

4.1.1.3 Data analysis 62

4.1.2 Results 62

4.1.3 Discussion 64

4.2 Correlations among the Components of the ETA 67

4.2.1 Method 67

4.2.1.1 Participants 67

4.2.1.2 Instruments and procedure 67

4.2.1.3 Data analysis 67

4.2.2 Results 67

4.2.3 Discussion 69

4.3 Does A Test-Taker Experience the Same Level of ETA-Listening,Speaking,Reading and Writing Anxieties？ 71

4.3.1 Method 71

4.3.1.1 Participants 71

4.3.1.2 Instruments and procedure 71

4.3.1.3 Data analysis 72

4.3.2 Results 72

4.3.3 Discussion 72

Chapter 5 The Relationships between ETA and Other Kinds of Anxieties 74

5.1 The Correlation Studies of ETA and Other Kinds of Anxiety 74

5.1.1 Method 74

5.1.1.1 Participants 74

5.1.1.2 Instruments and procedure 74

5.1.1.3 Data analysis 79

5.1.2 Results 79

5.1.2.1 Reliability of the eight instruments 79

5.1.2.2 ETA and the other kinds of anxiety 79

5.1.2.3 Language skill-specific ETA anxieties and the language skill-specific anxieties 80

5.1.3 Discussion 80

5.2 Partial Studies of the Language Skill-Specific ETA Anxieties 82

5.2.1 Method 82

5.2.1.1 Participants 82

5.2.1.2 Instruments and procedure 82

5.2.1.3 Data analysis 83

5.2.2 Results 83

5.2.3 Discussion 84

Chapter 6 The Application of the ETAS 85

6.1 What Does the ETA Score Mean？ 85

6.2 Some ETA Repots of the Sample Students 85

Chapter 7 Conclusions 90

7.1 Research Questions 90

7.1.1 How to Measure the ETA Construct？ 90

7.1.2 How are the Reliability and Validity of the ETAS？ 93

7.1.3 What is the Nature of the ETA Construct？ 94

7.1.4 Does A Test-Taker Experience the Same Level of ETA-Listening,Speaking,Reading and Writing Anxieties？ 95

7.1.5 What is the Relationship between ETA and Other Kinds of Anxiety？ 96

7.2 Main Findings 97

7.3 Implications for L2 Teaching,Test Anxiety Research and Future Researches 97

7.4 Limitations of This Research 102

References 104

Appendices 111

1．Introduction to Xi'an Shiyou University 111

2．The Chinese Version of the English Proficiency Test Anxiety 112

3．The Curves of the 20 Items in the ETAS 119

4．A CET-4 Battery 129

5．A CET-6 Battery 145

6．The ETA Status of the Male Students 166

7．The ETA Status of the Female Students 172