非英语专业大学生英语写作焦虑与写作策略选择研究

发布时间：2018-04-27 12:46

本文选题：英语写作焦虑 + 英语写作策略　；参考：《成都理工大学》2017年硕士论文

【摘要】：20世纪70年代初,外语教学法研究停滞不前促使外语教学研究的重点从研究教师如何“教”转向学生如何“学”。要解决如何学的问题,必须对语言学习者本体进行研究,注重学习者个体差异。其中,语言焦虑和学习策略作为外语学习过程中重要的情感和认知变量,对学习效果产生重要影响。而英语写作是取得外语学习成功的必备技能。作为外语学习中的输出技能,学生常在写作过程中面临各种挑战,导致学生在面对写作任务时感到焦虑,甚至产生逃避心理。英语写作焦虑和写作策略长期以来是教学实践者及语言学家研究的重点。但大多数研究趋向于探讨它们各自对写作水平的影响,而涉及写作焦虑与写作策略关系的研究并不多。因此,本文基于国内外对写作焦虑和写作策略的研究成果,尝试用问卷和访谈的形式探讨英语写作焦虑对写作策略使用的影响,旨在为提高中国大学生英语写作水平提出建设性建议并为大学英语写作教学带来一些启示。本研究以147名成都理工大学非英语专业学生为研究对象,采用Cheng(2004)的外语写作焦虑问卷(SLWAI)和PetricCzarl(2003)的外语写作策略问卷(WSQ)以及访谈形式,以了解受试者写作焦虑程度、写作策略运用情况、英语写作焦虑是否影响写作策略选择等问题。本研究主要探讨以下问题:(1)非英语专业大学生英语写作焦虑现状如何?(2)非英语专业大学生英语写作策略的使用情况如何?(3)英语写作焦虑与写作策略的使用是否存在相关性?(4)不同焦虑程度的学生在写作策略的使用上是否有显著性差异?研究结果表明:(1)非英语专业大学生普遍存在中等程度的写作焦虑。其中,焦虑程度最高的是规避行为,其次是认知焦虑,身体性焦虑程度最低。(2)在三种写作策略中,非英语专业大学生使用频率最高的为写作过程策略,其次是写前策略,修改策略使用频率最低。(3)英语写作焦虑与写作策略总体呈显著负相关。在写作的三个阶段中,只有写前策略和修改策略与写作焦虑显著负相关,写作过程策略与写作焦虑无显著相关性。(4)写作焦虑程度低的学生整体写作策略、写前策略和修改策略的使用频率明显高于写作焦虑程度高的学生,而高焦虑和低焦虑学生在写作过程策略使用频率上并无显著差异。最后,本文根据问卷和访谈的分析结果提出了相应的教学启示及减轻英语写作焦虑的策略。
[Abstract]:At the beginning of 1970s, the stagnation of foreign language teaching method made the focus of foreign language teaching research change from how teachers "teach" to how students "learn". In order to solve the problem of how to learn, we must study the language learners' ontology and pay attention to the individual differences. Language anxiety and learning strategies are important emotional and cognitive variables in the process of foreign language learning. English writing is an essential skill for successful foreign language learning. As an output skill in foreign language learning, students often face various challenges in the process of writing, which leads to anxiety and even evasive psychology in the face of writing tasks. English writing anxiety and writing strategies have long been the focus of teaching practitioners and linguists. However, most studies tend to explore their effects on writing proficiency, but there are few studies on the relationship between writing anxiety and writing strategies. Therefore, based on the research results of writing anxiety and writing strategies at home and abroad, this paper attempts to explore the influence of English writing anxiety on the use of writing strategies by means of questionnaires and interviews. The purpose of this paper is to provide constructive suggestions for improving the English writing level of Chinese college students and to bring some enlightenment to the teaching of college English writing. In this study, 147 non-English major students of Chengdu University of Technology were investigated by using the Foreign language Writing anxiety questionnaire (SLWAI) and Petrc Czarlberg 2003 (Chengdu University of Science and Technology), and interviews were conducted to find out the degree of writing anxiety of the subjects. The use of writing strategies, whether English writing anxiety affects the choice of writing strategies, and so on. This study focuses on the following questions: 1) what is the current situation of English writing anxiety among non-English majors? (2) how about the use of English writing strategies for non-English majors? 3) English writing anxiety and whether the use of writing strategies exists. Are there significant differences in the use of writing strategies among students with different anxiety levels? The results show that non-English majors generally have moderate writing anxiety. Among the three writing strategies, non-English majors use the most frequently writing process strategies, followed by pre-writing strategies. English writing anxiety is negatively correlated with writing strategies as a whole. In the three stages of writing, only pre-writing strategies and modified strategies are negatively correlated with writing anxiety, while writing process strategies have no significant correlation with writing anxiety. 4) students with low level of writing anxiety have overall writing strategies. The frequency of use of pre-writing strategies and modified strategies is significantly higher than that of students with high level of writing anxiety, but there is no significant difference in the frequency of using strategies in writing process between students with high anxiety and low anxiety. Finally, based on the results of questionnaires and interviews, this paper puts forward the corresponding teaching implications and strategies to alleviate English writing anxiety.
【学位授予单位】：成都理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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