Gao Jie
College of Foreign Languages and Literature, Fudan University, Shanghai, China.
Front Psychol. 2022 Oct 20;13:972671. doi: 10.3389/fpsyg.2022.972671. eCollection 2022.
Through featuring a historical review of the L2 speaking assessment scales applied in related studies, this paper targets at providing responses for the following three questions (a) How are the scales assessing L2 speaking anxiety developed and adapted in related research? (b) What are the frequently adopted methods for validating speaking anxiety scales? (c) How is L2 speaking anxiety represented and interpreted with a dynamic approach? Based on analyzing the development process of frequently-used scales for assessing test anxiety, foreign language classroom anxiety, and speaking anxiety, the author classified the scales into three categories: test-based scales measuring speaking anxiety, classroom-based scales measuring speaking anxiety, and activity-based scales measuring L2 speaking anxiety. As for the scale validation methods, Classical Testing Theory (CTT) and Rasch measurement were introduced as two major statistical paradigms for guaranteeing the reliability of the scales. This paper also summarizes the emerging themes generalized from research focusing speaking anxiety assessment, where the dynamic approach is discussed as a guideline to interpret the relationship among anxiety, language performance, and other factors involved in language learning. This paper ends with highlighting possible directions for anxiety-related research in the future, where technology intervention and the "positivity ratio" might become new attempts for pedagogical design.
通过对相关研究中应用的二语口语评估量表进行历史回顾，本文旨在回答以下三个问题：（a）在相关研究中，评估二语口语焦虑的量表是如何开发和改编的？（b）验证口语焦虑量表常用的方法有哪些？（c）如何用动态方法来呈现和解释二语口语焦虑？在分析常用的测试焦虑、外语课堂焦虑和口语焦虑评估量表的发展过程后，作者将这些量表分为三类：基于测试的口语焦虑量表、基于课堂的口语焦虑量表和基于活动的二语口语焦虑量表。至于量表验证方法，经典测试理论（CTT）和拉施测量被作为保证量表可靠性的两种主要统计范式引入。本文还总结了从聚焦口语焦虑评估的研究中归纳出的新主题，其中动态方法被作为解释焦虑、语言表现和语言学习中其他相关因素之间关系的指导方针进行了讨论。本文最后强调了未来焦虑相关研究可能的方向，其中技术干预和“积极率”可能成为教学设计的新尝试。
