课堂环境下英语专业学生交际意愿地多元变量研究.pdfVIP

Chapter Four Research Methodology 24 4.1 Research questions 24 4.2 Research design 24 4.3 Participants 26 4.4 Instruments 27 4.4.1 Willingness to communicate (WTC) 27 4.4.2 L2 use frequency 27 4.4.3 L2 Communication anxiety 27 4.4.4 Self-perceived communication competence 28 4.4.5 Learning motivation （MacIntyre and Charos,1996 ） 28 4.4.6 L2 Proficiency 28 4.4.7 Summary 28 4.5 Data collection procedures 29 4.6 Statistical procedures and data analysis 30 4.6.1 Introduction to Structural Equation Modeling 30 4.6.2 Measurement model specification 31 4.6.3 Model identification and evaluation 32 4.6.4 Criterion for model revision 33 Chapter Five Results and Discussions 34 5.1 Measurement model specification and identification 34 5.2 Structural model formulation 36 5.3 Model identification and initial model fit to the data 36 5.4 Model revision 38 5.5 Statistical evaluation of the revised model 39 5.6 Explanation and discussion on specific relationship among each latent factors 43 5.6.1 Effects of L2 CA and SPCC on other factors 43 5.6.2 Learning motivation and other factorss 44 5.6.3 Effects of L2 proficiency on its related factors 45 5.6.4 Effects of WTC on its related factors 46 5.7 Summary 46 Chapter six Conclusions, the Pedagogical Implication, Limitations and Suggestion 48 6.1 Summary of Major findings in the study 48 6.2 Implications of the study 49 6.3 Limitations and suggestions for further study 49 References ix Appendix I xv Appendix II xxi Appendix III xxii Appendix IV xxiii Acknowledgements xxvi