高中生英语写作焦虑与写作策略相关性研究
发布时间：2021-01-04 21:19
英语写作在语言教育中占有重要的地位,因为它的习得不仅涉及语言技能的实践和知识,包括听、读、说,还包括掌握其他技能,如元认知技能。以往的研究表明,二语学习者在被要求用英语写作时,往往会感到写作焦虑,而适当使用二语写作策略对于试图掌握作文目标的学生来说是必不可少的。本研究旨在探讨高中生英语写作焦虑状况及策略使用情况,并探讨写作焦虑与策略使用的相关性。本文具体研究问题如下:（1）高中生写作焦虑的现状如何?（2）高中生采用哪些写作策略?（3）学生的写作焦虑与写作策略使用的相关性如何?一所内蒙古高中的120名学生参加了这项研究。他们完成了两份问卷:写作焦虑问卷和写作策略问卷。四名学生参加了后续访谈。随后使用SPSS软件中的描述性统计、Bartlett检验和Pearson相关系数以及多元线性回归模型对数据进行分析和讨论。结果表明:（1）高中生的写作焦虑总体处于中等水平。焦虑从高到低依次为回避行为、认知焦虑和躯体焦虑。其中,回避行为达到较高的焦虑水平。（2）高中生英语写作策略的总体使用频率为中等频率。策略使用频率由高到低依次为自我调节策略、情感策略、认知策略、元认知策略和社会策略。（3）英语写作焦虑...
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research background
1.2 Research significance
1.3 Organization of the Paper
Chapter2 Literature Review
2.1 Research on writing anxiety
2.1.1 The definition of writing Anxiety
2.1.2 The classification of writing anxiety
2.1.3 Previous studies on writing anxiety
2.2 Research on writing strategy
2.2.1 The definition of writing strategy
2.2.2 The classification of writing strategy
2.2.3 Previous studies on writing strategy
2.3 The study on the correlation between English writing anxiety and writing strategy
Chapter3 Theoretical Foundation
3.1 Affective Filter Hypothesis
3.2 Second Language Acquisition Model
3.3 The Output Hypothesis
3.4 Humanistic psychology
Chapter4 Research Design
4.1 Research questions
4.2 Participants
4.3 Two questionnaires for the research
4.3.1 Research writing anxiety scale
4.3.2 Writing strategy questionnaire
4.3.3 Reliability and validity of the two questionnaires
4.4 The interview
4.4.1 The interviewees
4.4.2 The interview questions
4.5 Research procedures
4.5.1 Data collection
4.5.2 Data analysis
Chapter5 Results and discussion
5.1 Results and analysis of the writing anxiety of senior high school students
5.1.1 The somatic writing anxiety analysis for senior high school students
5.1.2 The cognitive writing anxiety analysis for senior high school students
5.1.3 The avoidance behavior analysis for senior high school students
5.2 Results and analysis of the writing strategy of senior high school students
5.2.1 The effort regulation writing strategy analysis for senior high school students
5.2.2 The affective strategy analysis for senior high school students
5.2.3 The cognitive strategy analysis for senior high school students
5.2.4 The meta-cognitive strategy analysis for senior high school students
5.2.5 The social strategy analysis for senior high school students
5.3 The discussion on the correlation between writing anxiety and writing strategy use of seniorhigh school students
5.4 Results and analysis of the interviews of senior high school students
Chapter6 Conclusion
6.1 Major findings
6.2 Implications
6.3 Limitations and suggestions for further study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview Syllabus
Appendix Ⅲ Interview Record
Acknowledgements
【参考文献】：
期刊论文
[1]英语写作焦虑诱发因素量表编制[J]. 白丽茹. 外语界. 2017(05)
[2]英语写作障碍和写作焦虑的构成及影响因素研究[J]. 秦晓晴,杨京京,毕劲. 外国语文研究. 2015(01)
[3]Thinking Metacognitively about Metacognition in Second and Foreign Language Learning,Teaching,and Research:Toward a Dynamic Metacognitive Systems Perspective[J]. LAWRENCE JUN ZHANG,DONGLAN ZHANG. 当代外语研究. 2013(12)
[4]中国非英语专业大学生的外语写作焦虑测试报告及其对写作教学的启示[J]. 郭燕,秦晓晴. 外语界. 2010(02)
[5]二语写作焦虑对写作过程影响的实证研究[J]. 周保国,唐军俊. 外语教学. 2010(01)
[6]写作焦虑、写作策略和英语写作的关系[J]. 任风雷,徐春山. 宿州学院学报. 2009(06)
[7]英语写作策略分类探讨[J]. 刘志群. 湖北民族学院学报(哲学社会科学版). 2006(01)
[8]非英语专业学生英语写作策略意识调查[J]. 尧玮,秦晓晴. 外语教育. 2004(00)
[9]写作焦虑对大学生英语写作的影响[J]. 郑定明. 三门峡职业技术学院学报. 2005(01)
[10]写作策略与产出性词汇量对写作质量的影响[J]. 刘东虹. 现代外语. 2004(03)
硕士论文
[1]高中生英语写作焦虑与写作策略使用相关性研究[D]. 谢佳.淮北师范大学 2019
[2]高中生英语写作策略应用情况调查研究[D]. 卢新悦.渤海大学 2018
[3]高中生英语写作焦虑与写作策略的相关性研究[D]. 徐千惠.贵州师范大学 2017
[4]高中生英语写作策略的探究[D]. 李萍.东北师范大学 2014
[5]中国英语专业学生写作焦虑与写作策略使用的相关性研究[D]. 周俊良.广西师范大学 2012
[6]高中生英语写作策略的调查与分析[D]. 李文姣.华东师范大学 2010
本文编号：2957388
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research background
1.2 Research significance
1.3 Organization of the Paper
Chapter2 Literature Review
2.1 Research on writing anxiety
2.1.1 The definition of writing Anxiety
2.1.2 The classification of writing anxiety
2.1.3 Previous studies on writing anxiety
2.2 Research on writing strategy
2.2.1 The definition of writing strategy
2.2.2 The classification of writing strategy
2.2.3 Previous studies on writing strategy
2.3 The study on the correlation between English writing anxiety and writing strategy
Chapter3 Theoretical Foundation
3.1 Affective Filter Hypothesis
3.2 Second Language Acquisition Model
3.3 The Output Hypothesis
3.4 Humanistic psychology
Chapter4 Research Design
4.1 Research questions
4.2 Participants
4.3 Two questionnaires for the research
4.3.1 Research writing anxiety scale
4.3.2 Writing strategy questionnaire
4.3.3 Reliability and validity of the two questionnaires
4.4 The interview
4.4.1 The interviewees
4.4.2 The interview questions
4.5 Research procedures
4.5.1 Data collection
4.5.2 Data analysis
Chapter5 Results and discussion
5.1 Results and analysis of the writing anxiety of senior high school students
5.1.1 The somatic writing anxiety analysis for senior high school students
5.1.2 The cognitive writing anxiety analysis for senior high school students
5.1.3 The avoidance behavior analysis for senior high school students
5.2 Results and analysis of the writing strategy of senior high school students
5.2.1 The effort regulation writing strategy analysis for senior high school students
5.2.2 The affective strategy analysis for senior high school students
5.2.3 The cognitive strategy analysis for senior high school students
5.2.4 The meta-cognitive strategy analysis for senior high school students
5.2.5 The social strategy analysis for senior high school students
5.3 The discussion on the correlation between writing anxiety and writing strategy use of seniorhigh school students
5.4 Results and analysis of the interviews of senior high school students
Chapter6 Conclusion
6.1 Major findings
6.2 Implications
6.3 Limitations and suggestions for further study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview Syllabus
Appendix Ⅲ Interview Record
Acknowledgements
【参考文献】：
期刊论文
[1]英语写作焦虑诱发因素量表编制[J]. 白丽茹. 外语界. 2017(05)
[2]英语写作障碍和写作焦虑的构成及影响因素研究[J]. 秦晓晴,杨京京,毕劲. 外国语文研究. 2015(01)
[3]Thinking Metacognitively about Metacognition in Second and Foreign Language Learning,Teaching,and Research:Toward a Dynamic Metacognitive Systems Perspective[J]. LAWRENCE JUN ZHANG,DONGLAN ZHANG. 当代外语研究. 2013(12)
[4]中国非英语专业大学生的外语写作焦虑测试报告及其对写作教学的启示[J]. 郭燕,秦晓晴. 外语界. 2010(02)
[5]二语写作焦虑对写作过程影响的实证研究[J]. 周保国,唐军俊. 外语教学. 2010(01)
[6]写作焦虑、写作策略和英语写作的关系[J]. 任风雷,徐春山. 宿州学院学报. 2009(06)
[7]英语写作策略分类探讨[J]. 刘志群. 湖北民族学院学报(哲学社会科学版). 2006(01)
[8]非英语专业学生英语写作策略意识调查[J]. 尧玮,秦晓晴. 外语教育. 2004(00)
[9]写作焦虑对大学生英语写作的影响[J]. 郑定明. 三门峡职业技术学院学报. 2005(01)
[10]写作策略与产出性词汇量对写作质量的影响[J]. 刘东虹. 现代外语. 2004(03)
硕士论文
[1]高中生英语写作焦虑与写作策略使用相关性研究[D]. 谢佳.淮北师范大学 2019
[2]高中生英语写作策略应用情况调查研究[D]. 卢新悦.渤海大学 2018
[3]高中生英语写作焦虑与写作策略的相关性研究[D]. 徐千惠.贵州师范大学 2017
[4]高中生英语写作策略的探究[D]. 李萍.东北师范大学 2014
[5]中国英语专业学生写作焦虑与写作策略使用的相关性研究[D]. 周俊良.广西师范大学 2012
[6]高中生英语写作策略的调查与分析[D]. 李文姣.华东师范大学 2010
本文编号：2957388
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