Institute of Applied English, National Taiwan Ocean University, Keelung, ROC.
Percept Mot Skills. 2010 Dec;111(3):707-21. doi: 10.2466/03.08.11.28.PMS.111.6.707-721.
This preliminary study examined the factor structure of the Beliefs About Language Learning Inventory in two samples of about 750 college students of English as a foreign language in Taiwan. Results of confirmatory factor analysis lend partial support to Horwitz's theoretical five-factor belief model. Subsequent exploratory and confirmatory factor analyses of data show that a four-factor model represented by only 12 items performed better than other models both theoretically and empirically. This model consists of two dimensions already theorized in the inventory: Difficulty of Language Learning and Foreign Language Aptitude, and two newly interpreted dimensions, Importance of Spoken Language and Analytical Approaches to Language Learning. Although this four-factor model could be replicated in an independent sample, the factors are not reliable, suggesting the need to search for a more representative set of beliefs to tap specific aspects of language learning.
本初步研究在台湾的两个约 750 名英语作为外语的大学生样本中检验了《语言学习信念量表》的因素结构。验证性因素分析的结果部分支持了霍维茨的五因素理论模型。对数据的后续探索性和验证性因素分析表明，由仅 12 个项目表示的四因素模型在理论和经验上都优于其他模型。该模型由库存中已经理论化的两个维度组成：语言学习难度和外语能力，以及两个新解释的维度，口语重要性和语言学习的分析方法。尽管这个四因素模型可以在一个独立的样本中复制，但这些因素不可靠，这表明需要寻找一组更具代表性的信念来挖掘语言学习的特定方面。
