Abstract: This study in use of the FLCAS aims to investigate the status quo of the ethnic minority college learners’ foreign language （FL）classroom anxiety in the remote mountainous areas，the relationship between their classroom anxiety and 4 independent variables（i.e.，gender，field of study，level of academic year，level of college）respectively．Related causal factors contributive to their FL classroom anxiety are also analyzed．The results of data analysis show that the overall level of their FL classroom anxiety is moderate although，the frequency of the subjects’ FL classroom anxiety mean scores is higher than that of the college learners in other domestic or overseas areas；and there are significant differences between their FL classroom anxiety and some independent variables．Meanwhile，the present study points out the necessity of factor analysis with an emphasis on CA，TA，and FNE that Horwitz et al．conclude as the three constructs of their FLCAS as well as three main causal factors in nature of foreign language classroom anxiety．However，these three constructs are too general to be used for simply classifying the anxiety causal factors of various subjects in various places．Therefore，Exploratory Factor Analysis was employed with factors extracted，which are internally related with classroom anxiety arousals in connotation，some names of which are pparently different from those in previous studies both in description and percentage of variance．The researcher makes some discussion as to how to alleviate and eliminate college learners’ classroom anxiety in order to improve the quality of FL teaching and learning．

Keywords: Ethnic minority college learners; FL class; level of anxiety; anxiety arousals; data analysis

摘要： 本研究运用工具FLCAS对边远山区少数民族大学生进行测试，旨在探索测试对象的外语课堂焦虑程度，及其与4种自变量（性别、专业、年级和学校层次）之间的关系，并找出导致焦虑的原因。数据分析结果显示：边远山区少数民族大学生外语课堂焦虑水平虽同属中等程度，但频率均值高于以往研究报告中其他地区大学生的课堂焦虑；整体焦虑水平与部分自变量之间有显著性差异。文章指出了因子分析的必要性，强调Horwitz et al．设计的FLCAS所包含的三大构成（CA；TA；FNE）本质上虽是导致外语课堂焦虑的3个主要因素，但它们毕竟过于笼统，故不可能用来对不同地区、不同研究对象的外语课堂焦虑之成因进行简单划一的归类。为此，为便于通过具体内涵分析找出焦虑的成因，本研究采用探索性因子分析法提取了5个课堂焦虑因子，发现有的因子名称在描述上和方差百分比方面与其他研究结论有着明显不同。本研究还对研究结果进行讨论，对如何减轻和消除大学生的课堂焦虑提出建议，以期提高外语教学质量。

关键词: 少数民族大学生, 外语课堂, 焦虑程度, 焦虑成因, 数据分析