汉语言本科留学生写作自我效能感在不同任务下对写作产出的影响

发布时间：2019-07-06 06:14

【摘要】：本研究以自我效能理论和认知假设模型理论为基础,在对本科留学生的汉语写作自我效能感基本情况进行调查的基础上,通过布置复杂度不同的写作任务,探讨汉语写作自我效能感对写作产出(成绩、流利性、准确性、复杂性)的影响。根据前人的研究,本文的主要研究分为以下两部分：在第一部分中,笔者以查阅文献和对专业写作教师进行访谈为基础,编制出《汉语写作自我效能感调查表》,并以此为工具,对本科留学生的汉语写作自我效能水平进行了调查。调查结果显示,在汉语写作自我效能感的一般分布情况方面,留学生的总体汉语写作自我效能水平处于中等,其汉语写作技能效能感水平高于汉语写作任务效能感水平。在汉语写作自我效能感的个体分布情况方面,性别、年龄、汉语学习时间这三个因素对汉语写作自我效能感均不存在显著影响。在第二部分中,笔者在对留学生的汉语写作自我效能水平情况进行了一定的了解的基础上,通过布置不同复杂度的写作任务,考察了留学生在不同任务下,其汉语写作自我效能水平对写作产出的影响。首先,高汉语写作自我效能水平组的留学生在面对复杂度不同的写作任务时都可以保持较为稳定的高水平产出。其次,中等汉语写作自我效能水平组的留学生在面对复杂度不同的写作任务时,作文成绩和准确性较为稳定,但流利性和复杂性变化较大。最后,低汉语写作自我效能水平组留学生在完成不同复杂度的写作任务时,作文成绩、流利性、准确性和复杂性都处于较低的水平。通过上述的调查研究分析,我们发现留学生的汉语写作自我效能感水平对写作产出有着较大的影响,帮助学习者培养、提高汉语写作自我效能感至关重要,因此本文在研究的基础上给出了相应的培养途径,以期对实际的汉语写作自我效能感培养有一定的应用价值。
[Abstract]:Based on the theory of self-efficacy and the theory of cognitive hypothesis model, based on the investigation of the basic situation of Chinese writing self-efficacy of undergraduate students, this study discusses the influence of Chinese writing self-efficacy on writing output (achievement, fluency, accuracy, complexity) by arranging writing tasks with different complexity. According to the previous studies, the main research of this paper is divided into the following two parts: in the first part, based on the literature review and interviews with professional writing teachers, the author compiles the Chinese Writing self-efficacy questionnaire, and uses this as a tool to investigate the self-efficacy level of Chinese writing of undergraduate students. The results show that the overall self-efficacy level of Chinese writing of foreign students is medium, and the level of self-efficacy of Chinese writing skills is higher than that of Chinese writing task. In the individual distribution of Chinese writing self-efficacy, gender, age and Chinese learning time have no significant effect on Chinese writing self-efficacy. In the second part, on the basis of understanding the self-efficacy level of Chinese writing of foreign students, the author investigates the influence of Chinese writing self-efficacy level on writing output by arranging writing tasks with different complexity. First of all, foreign students in the high Chinese writing self-efficacy group can maintain a relatively stable high level of output in the face of writing tasks with different complexity. Secondly, the scores and accuracy of foreign students in the middle Chinese writing self-efficacy group are stable in the face of writing tasks with different complexity, but the fluency and complexity change greatly. Finally, in the low Chinese writing self-efficacy group, the writing performance, fluency, accuracy and complexity of the students in the low Chinese writing self-efficacy group are at a low level when they complete the writing tasks with different complexity. Through the above investigation and analysis, we find that the self-efficacy level of Chinese writing of foreign students has a great influence on the writing output, and it is very important to help learners cultivate and improve the self-efficacy of Chinese writing. Therefore, on the basis of the research, this paper gives the corresponding ways to cultivate the self-efficacy of Chinese writing, in order to have certain application value to the actual cultivation of Chinese writing self-efficacy.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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