高中生英语写作自我效能感,写作焦虑和写作成绩相关研究

发布时间：2018-03-26 16:06

本文选题：高中生　切入点：写作自我效能感　出处：《河北师范大学》2015年硕士论文

【摘要】：自上世纪七十年代以来,二语研究者将他们的注意力从研究教学方法转移到学习者个体差异上。作为最重要的个体差异因素之一,学习者的情感因素正在吸引着越来越多的注意。作为一项能够体现学生综合英语能力的技能,学生在英语写作过程中的情感因素应该引起注意。并且在2013和2014年河北省高考中,高中生15.28和14.97的英语写作平均成绩令人不太满意的。因此,本文探索了高中生英语写作自我效能感、英语写作焦虑和英语写作成绩之间的关系。主要回答以下五个问题:一、高中生英语写作自我效能感、写作焦虑和写作成绩的现状怎样?二、写作自我效能感、写作焦虑和写作成绩之间有何种关系?三、不同性别的学生在写作自我效能感和写作焦虑方面是否存在差异?四、不同写作自我效能感和写作焦虑水平的学生在写作成绩上是否存在差异?五、写作自我效能感和写作焦虑是否能够预测写作成绩?如果能,哪个变量预测能力更强,以及它们是怎样影响写作成绩的?本文采用实证研究的方法,包括两个调查问卷和学生三次英语写作成绩的平均分。调查问卷用来收集数据,三次写作成绩的平均分作为学生的写作成绩。受试者来自邢台一中学高一年级171名学生。数据回收后用SPSS17.0进行分析。一、利用描述性统计分析调查了高中学生英语写作自我效能感、写作焦虑和写作成绩的现状。二、利用相关性分析探索了写作自我效能感、写作焦虑和写作成绩之间的关系。三、通过独立样本T检验调查不同性别的学生在写作自我效能感和写作焦虑方面的差异。四、单因素方差分析来研究不同写作自我效能感和写作焦虑水平的学生在写作成绩上的差异。五、通过多元回归分析和路径分析分别来探索写作成绩的预测变量和他们对写作成绩的影响方式。根据数据分析方法研究结果如下:一、高中生的写作自我效能感处于中等水平,写作焦虑处于中等水平,写作成绩也处于中等水平---比及格分高一点。二、写作自我效能感和写作成绩显著积极相关;写作焦虑和写作成绩显著消极相关;写作自我效能感和写作焦虑显著消极相关。三、不同性别的学生在写作自我效能感和写作焦虑方面都不存在显著性差异。三、不同写作自我效能感的学生以及不同写作焦虑水平的学生在写作成绩上存在显著差异。五、写作自我效能感能够预测写作成绩,写作焦虑不能;写作自我效能感直接影响写作成绩,写作焦虑通过写作自我效能感的中介作用影响写作成绩。最后,根据这项调查,研究者提出了一些关于写作教学的建议,目的在于提高学生的写作水平。
[Abstract]:Since the 1970s, second language researchers have shifted their attention from research and teaching methods to individual differences among learners, as one of the most important factors of individual differences. Learners' affective factors are attracting more and more attention. As a skill that reflects students' comprehensive English ability, students' affective factors in the process of English writing should be paid attention to. The average scores of 15.28 and 14.97 of senior high school students in English writing are unsatisfactory. Therefore, this paper explores the relationship among English writing self-efficacy, English writing anxiety and English writing achievement of senior high school students. The main answers are as follows: 1. What is the current situation of high school students' English writing self-efficacy, writing anxiety and writing achievement? Second, what is the relationship between writing self-efficacy, writing anxiety and writing achievement? Third, are there any differences in writing self-efficacy and writing anxiety among students of different genders? Fourth, are there differences in writing achievement among students with different levels of writing self-efficacy and anxiety? Fifth, can writing self-efficacy and anxiety predict writing achievement? If so, which variable is more predictive and how do they affect writing performance? This paper adopts the empirical research method, including two questionnaires and the average scores of students' English writing scores three times. The questionnaire is used to collect data. The average scores of the three writing scores were taken as the students' writing scores. The subjects came from 171 students of grade one in Xingtai No. 1 Middle School. The data were collected and analyzed with SPSS17.0. The present situation of English writing self-efficacy, writing anxiety and writing achievement of senior high school students is investigated by descriptive statistical analysis. Secondly, the relationship among writing self-efficacy, writing anxiety and writing achievement is explored by correlation analysis. An independent sample T test was used to investigate the differences in writing self-efficacy and writing anxiety among students of different genders. Univariate analysis of variance (ANOVA) was used to study the differences in writing achievement among students with different levels of writing self-efficacy and writing anxiety. Multiple regression analysis and path analysis are used to explore the predictive variables of writing achievement and their influence on writing achievement. The results are as follows: first, the writing self-efficacy of senior high school students is at an intermediate level. Writing anxiety is at the middle level, and the writing score is also higher than the passing grade. Second, writing self-efficacy is positively correlated with the writing achievement, and writing anxiety is negatively correlated with the writing achievement. Third, there was no significant difference in writing self-efficacy and writing anxiety among students of different genders. Students with different writing self-efficacy and students with different levels of writing anxiety have significant differences in writing achievement. Fifth, writing self-efficacy can predict writing achievement, but writing anxiety cannot; Writing self-efficacy directly affects writing achievement, and writing anxiety affects writing achievement through the intermediary function of writing self-efficacy. Finally, according to this survey, the researchers put forward some suggestions on writing teaching. The aim is to improve the students' writing ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B848;G633.41

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