“写长法”对高中生英语写作焦虑和写作能力影响作用的实证研究
发布时间：2018-11-12 17:20
【摘要】：在语言教学领域,尽管输入说与输出说各执一端,但无论从语言本身的本质属性,还是语言的实际应用来看,语言输入和语言输出是不可分割的。克拉申提出的语言输入假设,认为只要学习者收到足够的可理解性的输入性语言知识,就能习得语言；Swain认为克拉申的输入假设过分强调输入的作用而忽视输出的作用,并认为语言学习的最终目的是实际的应用,提出了可理解输出假设；文秋芳就我国的英语技能课程改革提出了包括口译和笔译在内的“输出驱动假设”。而作为语言输出的写作是个复杂的心理过程,会受到情感因素的影响,其中外语学习焦虑是学习者情感状态的一个重要因子,许多学生面对英语写作任务常常产生一定程度的焦虑和压力,不利于英语写作能力的提高。王初明的“写长法”是建立在Swain的可理解性输出假设理论之上,以学生情感为突破口,通过精心设计的写作任务,调节作文长度要求,逐步加大写作量,让学生表达真情实感,降低英语写作焦虑,促进写作能力的提高。“写长法”在大学英语写作中取得了成功,证明有利于增强学生的学习成就感和写作自信心。然而与写作焦虑相关的“写长法”研究却为数不多。本研究主要探讨“写长法”在高中的应用研究,并致力于回答三个问题：(1)“写长法”能否减轻高中生的英语写作焦虑?(2)“写长法”能否提高高中生的英语写作能力?(3)在减轻焦虑和提高写作能力方面“写长法”对高分组和低分组学生是否产生不同的影响?本研究的受试来自广东省东莞市麻涌中学高一年级两个平行班的98名学生,实验前两个班的学生接受了英语写作焦虑和写作能力测试,发现在这两个方面两个班级都没有显著差异,并随机分成控制组和实验组,根据前测成绩把实验组学生分成高分组和低分组。实验组实行“写长法”教学,控制组按照传统方法学习,持续18周。要求实验班学生每双周完成一篇写作任务,第一阶段150字,第二阶段200字,第三阶段不少于300字,字数逐步增加,单周按照“写长法”要求评价；控制组每两周写一篇大约100字的作文,按照传统方式批改。实验后用英语写作焦虑量表和作文试题对两个班级又进行了测试,通过运用社会科学统计软件SPSS17.0对数据进行统计分析。研究结果表明：(1)“写长法”能有效减轻高中生的英语写作焦虑(2)“写长法”能显著提高高中生的英语写作能力(3)在减轻焦虑和提高写作能力方面“写长法”对低分组学生产生的影响都比高分组学生更显著。本研究只是对“写长法”在高中的应用的一次尝试,初步证明了“写长法”在中学也具有可操作性,给高中英语写作教学提供了一些启示；然而由于客观因素的影响,本研究有待于进一步深化和完善。
[Abstract]:In the field of language teaching, although input theory and output theory hold one end, language input and language output are inseparable from the nature of language itself and the practical application of language. According to the hypothesis of language input put forward by Krashen, as long as learners receive enough comprehensible input language knowledge, they can acquire language. Swain thinks that the input hypothesis of Krashen overemphasizes the role of input and neglects the role of output, and thinks that the ultimate purpose of language learning is practical application, and puts forward the understandable output hypothesis. Wen Qiufang put forward the export-driven hypothesis including interpretation and translation on the reform of English skills curriculum in China. Writing as a language output is a complex psychological process, which is influenced by affective factors, among which foreign language learning anxiety is an important factor of learners' emotional state. Many students often face English writing tasks with a certain degree of anxiety and pressure, which is not conducive to the improvement of English writing ability. Wang Chuming's "writing long method" is based on Swain's theory of comprehensible output hypothesis. It takes students' emotion as a breakthrough, adjusts the requirements of composition length through carefully designed writing tasks, and gradually increases the amount of writing, so that students can express their true feelings. Reduce English writing anxiety, promote the improvement of writing ability. The "writing long method" has been successful in college English writing, which has proved to be helpful to enhance students' sense of achievement and self-confidence in writing. However, there are few researches on writing long-length method related to writing anxiety. This study mainly discusses the application of "writing long method" in senior high school. And devoted to answer three questions: (1) "writing long method" can reduce high school students' English writing anxiety? (2) "writing long method" can improve senior high school students' English writing ability? (3) in reducing anxiety and improving writing In terms of ability, does the "writing long method" have different effects on the students of high score group and low group? The subjects of this study were 98 students from two parallel classes in Grade one of Senior one in Dongguan City, Guangdong Province. The students in the first two classes were tested for English writing anxiety and writing ability. It was found that there was no significant difference between the two classes, and they were randomly divided into control group and experimental group. According to the pre-test results, the experimental group was divided into high score group and low score group. The control group studied according to the traditional method for 18 weeks. Students in the experimental class were asked to complete a writing task every two weeks, 150 words in the first stage, 200 words in the second stage and 300 words in the third stage. The number of words was gradually increased and evaluated according to the requirements of the "writing long method". The control group writes a composition of about 100 words every two weeks, according to the traditional method. After the experiment, the two classes were tested with the English Writing anxiety scale and the composition Test, and the data were statistically analyzed by using the social science statistical software SPSS17.0. The results show that: (1) the "writing long method" can effectively reduce the high school students' English writing anxiety. (2) the "writing long method" can significantly improve the high school students' English writing ability. (3) it can reduce the anxiety and improve the writing ability. The effect of writing long method on low-group students is more significant than that of high-score students. This study is only an attempt at the application of "writing long method" in senior high school, which proves that "writing long method" is also operable in middle school, which provides some enlightenment to the teaching of English writing in senior high school. However, due to the influence of objective factors, this study needs to be further deepened and improved.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2327718
[Abstract]:In the field of language teaching, although input theory and output theory hold one end, language input and language output are inseparable from the nature of language itself and the practical application of language. According to the hypothesis of language input put forward by Krashen, as long as learners receive enough comprehensible input language knowledge, they can acquire language. Swain thinks that the input hypothesis of Krashen overemphasizes the role of input and neglects the role of output, and thinks that the ultimate purpose of language learning is practical application, and puts forward the understandable output hypothesis. Wen Qiufang put forward the export-driven hypothesis including interpretation and translation on the reform of English skills curriculum in China. Writing as a language output is a complex psychological process, which is influenced by affective factors, among which foreign language learning anxiety is an important factor of learners' emotional state. Many students often face English writing tasks with a certain degree of anxiety and pressure, which is not conducive to the improvement of English writing ability. Wang Chuming's "writing long method" is based on Swain's theory of comprehensible output hypothesis. It takes students' emotion as a breakthrough, adjusts the requirements of composition length through carefully designed writing tasks, and gradually increases the amount of writing, so that students can express their true feelings. Reduce English writing anxiety, promote the improvement of writing ability. The "writing long method" has been successful in college English writing, which has proved to be helpful to enhance students' sense of achievement and self-confidence in writing. However, there are few researches on writing long-length method related to writing anxiety. This study mainly discusses the application of "writing long method" in senior high school. And devoted to answer three questions: (1) "writing long method" can reduce high school students' English writing anxiety? (2) "writing long method" can improve senior high school students' English writing ability? (3) in reducing anxiety and improving writing In terms of ability, does the "writing long method" have different effects on the students of high score group and low group? The subjects of this study were 98 students from two parallel classes in Grade one of Senior one in Dongguan City, Guangdong Province. The students in the first two classes were tested for English writing anxiety and writing ability. It was found that there was no significant difference between the two classes, and they were randomly divided into control group and experimental group. According to the pre-test results, the experimental group was divided into high score group and low score group. The control group studied according to the traditional method for 18 weeks. Students in the experimental class were asked to complete a writing task every two weeks, 150 words in the first stage, 200 words in the second stage and 300 words in the third stage. The number of words was gradually increased and evaluated according to the requirements of the "writing long method". The control group writes a composition of about 100 words every two weeks, according to the traditional method. After the experiment, the two classes were tested with the English Writing anxiety scale and the composition Test, and the data were statistically analyzed by using the social science statistical software SPSS17.0. The results show that: (1) the "writing long method" can effectively reduce the high school students' English writing anxiety. (2) the "writing long method" can significantly improve the high school students' English writing ability. (3) it can reduce the anxiety and improve the writing ability. The effect of writing long method on low-group students is more significant than that of high-score students. This study is only an attempt at the application of "writing long method" in senior high school, which proves that "writing long method" is also operable in middle school, which provides some enlightenment to the teaching of English writing in senior high school. However, due to the influence of objective factors, this study needs to be further deepened and improved.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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