The Anxiety Of College Students' English Group Psychological Intervention Trial Research

Objective:(1)To examin the structure validity of Foreign Language Classroom Anxiety Scale made by Holwtz, and expore the cross-culture applicability. (2)Explore the efficiency and feasibility of group counseling in improving the college students'English Classroom AnxietyMethods:1,389 students in Shanxi Medical University were investigated as the random sample in the first step of this study. the Foreign Language Classroom Anxiety Scale(FLCAS)that was made by Holwtz were used in the investigation. And 363 available scales were taken back.we test the structul validity of FLCAS using confirmatory factory analysis.2,30 volenteers from the non-english major of Shanxi Medical University were chosen to be intervention group. making clarification about the objectives of this study to the all 30 volenteers, and ask them each one to bring a volunteer with the same major, the same gender,the same age and same level of English remarkes to be control group.so60 volenteers were in this part of study. The concret intervention contents include six points:self-clarification, understanding about the reason of comnication ansiety, rebuild the positive felling about the English through breaking the escap behavior, build the good interspersional relationship with others actively, confidential behavior training.3,Before and after the psychological group intervention,60 velenteers were tested at the same time. the Foreign Language Classroom Anxiety Scale(FLCAS)that was made by Holwtz and translated to Chinese by Caikang Wang, PEI and SAD were used. in this research we judge the validity of the intervention by comparing the differences between the idexes before and after the experiment..Results:1,the structure validity of FLCASThe fit indexes of confirmatory factory analysis basically reach the standard of measuremen x2/df=2.84＜3,RMSEA=0.079＜0.10,NNFI=0.92＞0.90, CFI=0.92＞0.90, and most of the factor loading of the items are more then 0.40. these indexes shows that the model fits well.2,the evaluation of the validity of intervention2.1 qualities evaluation(1) After the intervention, the scores of FLCAS(P＜0.001), communicative anxiety(P<0.001), test anxiety(P＜0.001), fear of negative anxiety(P＜0.001)are significantly lower than those before intervention in intervention group; while the control group shows no significant differences between the scores after intervention and before intervention(p＞0.05).(2) After the intervention, the scores of self-evaluation(p＜0.001) is significantly higher than that before intervention in intervention group; while the control group shows no significant differences between the scores after intervention and before intervention(p＞0.05).(3) After the intervention, the scores of Social Avoidance and Distress, social avoidance and social distress (P＜0.001)are significantly lower than those before intervention in intervention group; while the control group shows no significant differences between the scores after intervention and before intervention(p＞0.05).(4) After the intervention, the scores of problem solving, seeking help, are significantly higher than those before intervention in intervention group, while self-accusation is significantly lower than that before intervention. There shows no significant differences in the scores of fantasy, rationalization and retreat between before and after the intervention in intervention group; The control group shows no significant differences between all of those scores after intervention and before intervention(p＞0.05).(5) After the intervention, each of the scores of FLCAS(P＜0.001), communicative anxiety(P＜0.001), test anxiety(P＜0.001), fear of negative anxiety(P＜0.001), self-evaluation, social avoidance and distress are significantly different between intervention group and control group; while the scores of social avoidance, social distress, seeking help and rational shows no significant differences between the intervention group and control group(p＞0.05).(6) The changes of the scores of FLCAS(P＜0.001), communicative anxiety(P＜0.001), test anxiety(P＜0.001), fear of negative anxiety(P＜0.001), self-evaluation, social avoidance and distress, social avoidance, social distress, solving problem and self-accusation are significantly different between intervention group and control group. While the changes of the scores of seeking help, fantasy, retreat and rationalization shows no significant differences between the intervention group and control group.2.2 Quantity evaluation(1) Totally more than 80 percents intervention group students thinks that after the intervention there are great promotion and improvement in the aspect of attitude to oral English, knowing about the reason of communication anxiety and self confidence et al.(2) Totally more than 80 percents intervention group students make the good evaluation to the intervention.Conclusion: (1) FLCAS do have better structural validity. it is cross-culture applicable and could be used wildly in related studies.(2) It is significant effectible in improving college students'foreign language classroom anxiety, self confidence, social avoidance and distress, solving problems and self-accusation by using the psychological group counseling. We can improve the college students'English Classroom Anxiety by group counseling at school.