高中生英语写作动机调控策略、写作自我调节策略与写作成绩的相关性研究

发布时间：2025-01-05 21:11

　　英语写作是英语学习过程中的一项重要技能,它反映了学生运用英语处理和组织信息以表达自己思维的书面能力。普通高中英语课程标准(2017版)提出,学习和掌握一定的语用知识有利于提升学生有效运用英语的能力和灵活应变的能力。其次,英语写作的高考命题方式也更加多样化,分值有所加大。然而,写作一直以来被认为是一项复杂的任务。对学生来说,写作是一个具有挑战性的任务,要求学生有较高的综合运用语言的能力。如何通过有效的策略调动学生写作积极性,提高学生写作能力和成绩,成为一个学界关注的重要问题。写作自我调节策略能够帮学生有效的运用相应技巧完成写作,而写作动机调控策略是有效调动学生写作积极性和坚韧性的策略。在Manchón等人(2007年)在研究中,发现成功的写作不仅需要学生的认知和元认知技能的参与,而且要求学生在使用各种策略时能有效调节动机,以增强他们完成写作的努力和毅力。由此可见,成功的英语写作者离不开写作动机调控策略以及写作自我调节策略的调控。因此,本研究旨在探讨高中生英语写作动机调节策略,写作自我调节策略的使用现状,以及它们与写作成绩的关系。本研究拟回答以下三个研究问题:(1)高中生英语写作动机调控策略...

【文章页数】：102 页

【学位级别】：硕士

【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Overall Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Definition of key Terms
        2.1.1 Definitions of Motivational Regulation Strategies
        2.1.2 Definition of Self-regulated Learning Strategies
    2.2 Classification of Motivational Regulation Strategies and Self-regulated Learning Strategies
        2.2.1 Classification of Motivational Regulation Strategies
        2.2.2 Classification of Self-regulated Learning Strategies
    2.3 The Related Studies Abroad and at Home
        2.3.1 The Related Studies of Motivational Regulation Strategies and Writing Performance
        2.3.2 The Related Studies of Self-regulated Learning Strategies and Writing Performance
        2.3.3 The Related Study of Motivational Regulation Strategies,Self-regulated Learning Strategies and Writing Performance
    2.4 Theoretical Foundation
        2.4.1 Motivation Theory
        2.4.2 Self-regulated Learning Theory
        2.4.3 Writing Strategy Theory
Chapter Ⅲ Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Writing Test
        3.3.3 Semi-interview
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Ⅳ Results and Discussion
    4.1 The Analysis of Current Situation of Use of MRS and SRL Strategies of Writing among Senior High School Students
        4.1.1 Current Situation of MRS of Writing
        4.1.2 Current Situation of SRL Strategies of Writing
    4.2 Difference of Writing Strategies of MRS and SRL Strategies of Writing between Different Genders,Subjects and Proficiency Levels
        4.2.1 Differences of Writing Strategies of MRS between Different Genders,Subjects and Proficiency Level
        4.2.2 Differences of SRL Strategies of Writing between Different Genders,Subjects and Proficiency Level
    4.3 Correlation among MRS,SRL Strategies of Writing and Writing Performance
    4.4 The Regression Analysis of MRS,SRL Strategies of Writing and Writing Performance
        4.4.1 The Regression Analysis of MRS and Writing Performance
        4.4.2 The Regression Analysis of SRL strategies of Writing and Writing Performance
    4.5 Analysis of SEM and Mediation Effect Models
    4.6 Results of Interview
        4.6.1 The Interview Result about Motivational Regulation Strategies
        4.6.2 The Interview Result about Self-regulated Learning Strategies
Chapter Ⅴ Conclusions
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Implications on Theory
        5.2.2 Implications on Teaching English Writing
    5.3 Limitations for Current Study and Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements



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