过程写作法对高中生英语写作焦虑的影响实证研究

发布时间：2021-03-10 19:06

　　本研究旨在探讨过程写作法对高中生的英语写作焦虑的影响。高中生在英语写作中存在的高焦虑直接影响高中生英语写作成绩的提高。有研究者通过运用写长法、同伴互评等方法来缓解学习者的写作焦虑,并取得了一定的成效。但是,考虑到高中英语学习者自身的特点,这些英语写作教学方法存在其自身的缺陷。而且,前人的研究鲜少对学生写作焦虑的变化和写作成绩变化之间的关系进行探讨。因此,本研究采用过程写作法对高中生的英语写作焦虑及其写作成绩进行研究。基于合作学习理论和情感过滤假说,过程写作法可以通过在合作学习的方式下调整学习者的情感状态来促进学习者写作任务的完成。因此,本文旨在探讨以下三个问题:1)高中生英语写作焦虑表现为哪几个维度以及总体焦虑水平如何?2)过程写作法对高中生英语写作焦虑有何影响3)高中生英语写作焦虑的变化与写作成绩的变化之间有何关系?本研究展开了为期8周的教学实验,被试为湖南省浏阳市某高级中学高二年级两个平行班的学生。对照班采用侧重于写作成品的结果写作法。实验班采用强调写作过程的过程写作法。本文采用《二语写作焦虑量表》和两次写作测试来获取数据。根据所得数据,利用SPSS来分析高中生英语写作焦虑现状及其... 

【文章来源】：湖南师范大学湖南省 211工程院校

【文章页数】：127 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Introduction
Chapter One Literature Review
    1.1 Process Writing Approach
        1.1.1 Definition of Process Writing Approach
        1.1.2 Stages of Process Writing Approach
        1.1.3 Related Studies on the Application of Process Writing Approach
    1.2 Writing Anxiety
        1.2.1 Definitions of Anxiety,Foreign Language Anxiety and Writing Anxiety
        1.2.2 Measurement of Writing Anxiety
        1.2.3 Related Empirical Studies on Writing Anxiety
Chapter Two Theoretical Basis
    2.1 Cooperative Learning
        2.1.1 Advantages of Cooperative Learning
        2.1.2 Elements of Cooperative Learning
        2.1.3 Types of Cooperative Learning
    2.2 Affective Filter Hypothesis
        2.2.1 The Essence of Affective Filter
        2.2.2 Affective Factors in Affective Filter Hypothesis
        2.2.3 Strategies to Overcome Affective Disorders
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Dimensions and General Level of Students'English Writing Anxiety
        4.1.1 Four Dimensions of Students’English Writing Anxiety
        4.1.2 Results of the General Level of Students’English Writing Anxiety
        4.1.3 Discussion on Students’English Writing Anxiety
    4.2 Influence of Process Writing Approach on Students’ English Writing Anxiety
        4.2.1 A Comparison of Students’English Writing Anxiety between EC and CC before the Experiment
        4.2.2 A Comparison of Students’English Writing Anxiety between Pretest and Post-test in CC and EC
        4.2.3 A Comparison of Students’English Writing Anxiety between EC and CC after the Experiment
        4.2.4 Discussion on the Changes of Students’ English Writing Anxiety
    4.3 Correlation between the Changes of Students’ English Writing Anxiety and Their Writing Achievements
        4.3.1 A Comparison of Students’Writing Achievements between EC and CC before the Experiment
        4.3.2 A Comparison of Students’Writing Achievements between Pretest and Post-test in EC
        4.3.3 A Comparison of the Students’ Writing Achievements between Pretest and Post-test in CC
        4.3.4 Results and discussion on the Correlation between the Changes of Students’English Writing Anxiety and Their Writing Achievements
Conclusion
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Writing Pretest
Appendix Ⅲ Writing Post-test
Appendix Ⅳ Interview Questions
Appendix Ⅴ A Sample Lesson（Experimental Class）
Appendix Ⅵ A Sample Lesson（Control Class）
Acknowledgements


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