高中生英语写作策略、词汇量以及写作质量的关系研究
发布时间：2018-10-20 12:50
【摘要】：英语写作是二语习得的核心技能,同时也反映了学习者的综合知识和交际能力。近年来,国内外研究者对外语写作引起高度重视。多数研究集中探讨影响写作能力的各种因素,其中以词汇知识和写作策略的研究居多,但涉及词汇量大小、写作策略以及写作质量的关系研究较少。此外,笔者发现多数调查对象以大学生为主,高中生这一群体涉及不多。因此,本研究的目的在于了解高中生的写作质量英语词汇量大小,外语写作策略使用情况以及探讨英语词汇量大小,写作策略以及写作质量三者之间的关系。本次研究采用英语词汇量测试卷,写作任务以及写作策略调查问卷相结合的方式,写作策略调查问卷是以Mu(2005)关于写作策略的分类为基础设计而成,之后采用SPSS19.0统计软件对词汇量测试卷,写作任务及写作策略问卷调查所收集数据进行分析。本次研究结果如下：首先研究发现由于产出性词汇的积累需要更多努力和付出,高中学生的接受性词汇量大于产出性词汇量。总体而言,英语词汇量大小与写作质量呈正相关,产出性词汇量与写作能力的相关性较强而接受性词汇量与写作质量相关性较弱。第二,高中生在写作过程中使用了五种写作策略,其中认知策略使用频率最高,其次是元认知策略,交际策略,修辞策略,使用频率最低则为社会/情感策略。就具体策略而言,组织策略,计划策略和翻译策略使用频率较高,而获取反馈策略使用频率最低。外语写作策略与写作质量相关性研究表明,认知策略,修辞策略和交际策略与写作质量呈正相关,而分析结果显示元认知策略,社会/情感策略与写作成绩无相关性。就子策略而言,组织策略,计划策略,启发策略,修改策略,逃避策略和获取资源策略与写作能力呈正相关,而翻译策略与克服焦虑策略对写作质量产生负面影响。第三,词汇量大小和外语写作策略是两个独立的因素且属于不同的领域,调查结果表明英语词汇量大小与外语写作策略没有相关性。因此,英语词汇量大的高中生在写作过程中并不一定能有效使用外语写作策略。最后,英语作文成绩高分组学生和低分组学生在词汇量大小上有显著的不同,并且在修辞写作策略和认知写作策略的运用过程中有一定的差异性。本文结合以上研究结果给老师和学生提供一定的教学启示。教师应该强调词汇量及写作策略对英语写作的重要性,并注重对学生的英语写作策略的有效培训。高中生应该主动意识到词汇量大小和写作策略在写作中的重要意义,并将所学知识运用到写作实践中,从而提高其写作质量。
[Abstract]:English writing is the core skill of second language acquisition and reflects the learners' comprehensive knowledge and communicative competence. In recent years, researchers at home and abroad have attached great importance to foreign language writing. Most of the studies focus on the factors that affect the writing ability, most of which are lexical knowledge and writing strategies, but there is little research on the relationship among vocabulary size, writing strategies and writing quality. In addition, the author found that most of the survey subjects are college students, high school students involved in this group is not much. Therefore, the purpose of this study is to understand the quality of high school students' English vocabulary size, the use of foreign language writing strategies and the relationship between English vocabulary size, writing strategies and writing quality. The present study adopts the English vocabulary test paper, the writing task and the writing strategy questionnaire, which is designed on the basis of the classification of writing strategies by Mu (2005). Then, the data collected by the questionnaire of vocabulary test paper, writing task and writing strategy were analyzed by SPSS19.0 software. The results are as follows: firstly, it is found that the receptive vocabulary of high school students is larger than the output vocabulary because the accumulation of productive vocabulary needs more effort and effort. In general, the size of English vocabulary is positively correlated with the quality of writing, the output vocabulary is strongly correlated with writing ability, and the receptive vocabulary is less correlated with writing quality. Secondly, high school students use five writing strategies in the process of writing, among which cognitive strategies are the most frequently used, followed by metacognitive strategies, communicative strategies, rhetoric strategies and social / affective strategies with the lowest frequency. In terms of specific strategies, organizational strategy, planning strategy and translation strategy are used more frequently, while the frequency of obtaining feedback strategy is the lowest. The correlation between foreign language writing strategies and writing quality shows that cognitive, rhetorical and communicative strategies are positively correlated with writing quality, while the analysis results show that there is no correlation between metacognitive strategies, social / affective strategies and writing achievement. In terms of substrategies, organizational strategy, planning strategy, heuristic strategy, modification strategy, escape strategy and resource acquisition strategy are positively correlated with writing ability, while translation strategies and anxiety overcoming strategies have a negative impact on writing quality. Thirdly, vocabulary size and foreign language writing strategy are two independent factors and belong to different fields. The results show that there is no correlation between English vocabulary size and foreign language writing strategies. Therefore, high school students with large vocabulary may not be able to use foreign language writing strategies effectively. Finally, there are significant differences in vocabulary size between students with high scores and those with low scores, and there are some differences in the use of rhetorical writing strategies and cognitive writing strategies. This article combines the above research results to provide certain teaching enlightenment to teachers and students. Teachers should emphasize the importance of vocabulary size and writing strategies for English writing, and pay attention to the effective training of students' English writing strategies. High school students should actively realize the importance of vocabulary size and writing strategies in writing and apply what they have learned in writing practice in order to improve their writing quality.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2283245
[Abstract]:English writing is the core skill of second language acquisition and reflects the learners' comprehensive knowledge and communicative competence. In recent years, researchers at home and abroad have attached great importance to foreign language writing. Most of the studies focus on the factors that affect the writing ability, most of which are lexical knowledge and writing strategies, but there is little research on the relationship among vocabulary size, writing strategies and writing quality. In addition, the author found that most of the survey subjects are college students, high school students involved in this group is not much. Therefore, the purpose of this study is to understand the quality of high school students' English vocabulary size, the use of foreign language writing strategies and the relationship between English vocabulary size, writing strategies and writing quality. The present study adopts the English vocabulary test paper, the writing task and the writing strategy questionnaire, which is designed on the basis of the classification of writing strategies by Mu (2005). Then, the data collected by the questionnaire of vocabulary test paper, writing task and writing strategy were analyzed by SPSS19.0 software. The results are as follows: firstly, it is found that the receptive vocabulary of high school students is larger than the output vocabulary because the accumulation of productive vocabulary needs more effort and effort. In general, the size of English vocabulary is positively correlated with the quality of writing, the output vocabulary is strongly correlated with writing ability, and the receptive vocabulary is less correlated with writing quality. Secondly, high school students use five writing strategies in the process of writing, among which cognitive strategies are the most frequently used, followed by metacognitive strategies, communicative strategies, rhetoric strategies and social / affective strategies with the lowest frequency. In terms of specific strategies, organizational strategy, planning strategy and translation strategy are used more frequently, while the frequency of obtaining feedback strategy is the lowest. The correlation between foreign language writing strategies and writing quality shows that cognitive, rhetorical and communicative strategies are positively correlated with writing quality, while the analysis results show that there is no correlation between metacognitive strategies, social / affective strategies and writing achievement. In terms of substrategies, organizational strategy, planning strategy, heuristic strategy, modification strategy, escape strategy and resource acquisition strategy are positively correlated with writing ability, while translation strategies and anxiety overcoming strategies have a negative impact on writing quality. Thirdly, vocabulary size and foreign language writing strategy are two independent factors and belong to different fields. The results show that there is no correlation between English vocabulary size and foreign language writing strategies. Therefore, high school students with large vocabulary may not be able to use foreign language writing strategies effectively. Finally, there are significant differences in vocabulary size between students with high scores and those with low scores, and there are some differences in the use of rhetorical writing strategies and cognitive writing strategies. This article combines the above research results to provide certain teaching enlightenment to teachers and students. Teachers should emphasize the importance of vocabulary size and writing strategies for English writing, and pay attention to the effective training of students' English writing strategies. High school students should actively realize the importance of vocabulary size and writing strategies in writing and apply what they have learned in writing practice in order to improve their writing quality.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前5条
1 胡萍萍;;英语写作策略探析(英文)[J];Teaching English in China;2006年02期
2 马广惠,文秋芳;大学生英语写作能力的影响因素研究[J];外语教学与研究;1999年04期
3 吴红云,刘润清;二语写作元认知理论构成的因子分析[J];外语教学与研究;2004年03期
4 马广惠;;英语专业学生二语限时写作中的词块研究[J];外语教学与研究;2009年01期
5 高莲中;阎博;刘娜娜;;词汇丰富程度与大学英语写作质量的关系[J];英语教师;2013年04期
相关硕士学位论文 前1条
1 周帆;高职高专英语写作策略的实证性研究[D];浙江大学;2008年
，本文编号：2283245
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2283245.html
