Análisis de las propiedades psicométricas del FLCAS (Foreign Language Class Anxiety Scale) aplicado a alumnos españoles de Educación Secundaria UCJC

• Autores: Marián de la Morena Taboada, Adolfo Sánchez Burón, María Poveda Fernández Martín
• Localización: EduPsykhé: Revista de psicología y educación, ISSN 1579-0207, Vol. 10, Nº. 1, 2011, págs. 117-134
• Idioma: español
• Títulos paralelos:
  • Analysis of the psychometric properties of the FLCAS (Foreign Language Class Anxiety Scale) in spanish students of Secondary Education
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    La ansiedad se considera uno de los factores afectivos determinantes en la adquisición de una lengua extranjera. Horwitz y Cope (1986) la definieron como un sentimiento subjetivo de tensión, aprensión, nerviosismo y preocupación que produce una reacción del sistema nervioso. Consideraron que se trataba de un tipo específico de ansiedad que debería ser diferenciado porque se centraba en un contexto social y educativo relacionado con la evaluación. Dichos autores establecieron a través del FLCAS los niveles de ansiedad en la clase de lengua extranjera (aprensión ante el acto de comunicación, ansiedad ante los exámenes y miedo a la evaluación negativa). Dicho instrumento está compuesto por 33 items distribuidos en cuatro factores con una fiabilidad de .83.

    La adaptación del instrumento a alumnos españoles de 3º y 4º de la ESO y 1º de Bachillerato de dos centros educativos de la Comunidad de Madrid, arroja, tras el análisis de componentes principales con rotación Varimax, cinco factores que explican el 53, 379% de la varianza total y un alpha de Cronbach de . 807.

  • English

    Anxiety stands out as one of the main influential factors for effective foreign language learning. Horwitz and Cope (1986) have defined foreign language anxiety as "a feeling of tension, apprehension and nervousness associated with the situation of learning a foreign language". They considered this specific type of anxiety as an important affective variable found to correlate with language learning achievement because it was centered in a socio-educational context and related to evaluation. The FLCAS instrument is based on an analysis of potential sources of anxiety in a language classroom, integrating three related anxieties; communication apprehension, test anxiety, and fear of negative evaluation (Horwitz, Horwitz, & Cope, 1986). It consists of 33 items distributed in four factors and presents a reliability of .83. The adaptation of this instrument to Spanish students of 3rd and 4th of ESO (Secondary Education) and 1st year of Bachillerato (High School) shows five components which explain the 53, 379% of the variance and a Cronbach's alpha coefficient of .807 after analyzing the main components with Varimax rotation.

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