本研究从理性行为和外语焦虑角度探索大学英语学习者对翻转学习的接受度的影响因素｡ 研究共提取输出态度､输入反感度､自主学习态度､课堂态度､效果预期及整体接受度六个因子｡路径分析显示效果预期､输入排斥度､课堂态度直接决定接受度;其他因子有间接影响｡回归分析发现整体接受度仍然是预测成绩的主要因素;而自主学习态度对口语成绩有较明显的预示力｡研究提示教师应该从内外机制加强整体接受度和自主性｡

With theory of reasoned action and anxiety research in SLA as the guideline, this study explores the influential path of attitudes at different cognitive stages on the overall acceptance of the flipped classroom. It also investigates the effects of attitudes on learning outcome. Exploratory factor analysis is employed to extract six attitudinal factors. They are anticipation, output attitude, input aversion, classroom attitude, compliance, and acceptance. It’s found out that the overall acceptance is directly influenced by anticipation, input aversion and classroom attitude and indirectly by other factors. The acceptance has medium to small influences on learning results while compliance has an effect on speaking too. It is concluded teachers should adopt internal and external intervention to promote the overall acceptance and compliance.