高中生英语写作学习策略应用现状的调查研究

发布时间：2018-01-05 17:00

本文关键词：高中生英语写作学习策略应用现状的调查研究　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语写作在英语学习中占据重要地位,近年来许多研究表明合理地使用学习策略可以有效提高学生的写作水平和成绩,为此作者对当前高中生英语写作学习策略的应用现状展开了研究。本研究以西安思源中学高二年级的120名学生作为研究对象,根据期末英语写作成绩将学生分为高低分组,采用问卷调查法和访谈法收集数据,旨在调查高中生英语写作学习策略掌握与运用的现状和高低分组学生在元认知策略,认知策略和社会情感策略的应用方面有何差异。结合高低分组学生的访谈结果,从不同的角度分析了高分组和低分组学生使用英语写作学习策略的差异。研究结果表明,绝大多数学生能意识到写作在英语学习中起着非常重要的作用并认可写作学习策略是可以对自己的英语写作起到帮助的,但实际教学情况表明在英语学习过程中,有部分学生对写作并没有很强的兴趣。通过对问卷的分析,数据表明高低分组的学生在元认知策略、认知策略和社会情感策略的使用方面都不同程度地存在差异。元认知策略的使用可以使学习者更有方向性,将元认知策略运用在写作中可以有效地提高写作质量;认知策略可以对信息进行有效的加工与整理和分门别类的系统储存,以便学习者在写作过程中回忆和使用有效信息;研究结果表明,高分组的学生在元认知和认知策略的使用上频率较高,优势较大,说明写作学习策略的运用有利于提高学生的写作水平和成绩。而两组学生都不太擅长使用社会情感策略,学生学习压力较大,竞争激烈,只有部分学生能够完成自评,学生的社会情感策略需要加强。结合研究结果,笔者对教师教学和学生学习提出了几点建议。首先,教师必须帮助学生解决目前发现的学生在写作中遇到的困难和问题,提高写作学习策略的教学意识,督促学生修改习作,引导学生互评作品,促进学生的交流以达到集体进步的目的。其次,学生应该最大程度的发挥主观能动性,积累词汇,加强语法句型的训练,打好写作的基础;读写结合,增加阅读量,提高综合能力;加强写作练习的强度,通过多种方式练习英语写作,积极使用适合自己的写作学习策略。
[Abstract]:English writing plays an important role in English learning. In recent years, many studies have shown that the rational use of learning strategies can effectively improve students' writing skills and achievements. For this reason, the present situation of senior high school students' English writing learning strategies has been studied. The present study focuses on 120 senior middle school students in Xi'an Siyuan High School. According to the final English writing scores, the students are divided into high and low groups, and the data are collected by questionnaire and interview. The purpose of this paper is to investigate the current situation of the mastery and application of English writing learning strategies in senior high school students and the metacognitive strategies of high and low groups of students. What are the differences in the application of cognitive strategies and social affective strategies. This paper analyzes the differences between high score group and low group students' English writing learning strategies from different angles. Most students realize that writing plays a very important role in English learning and agree that writing learning strategies can help their English writing. However, the actual teaching situation shows that some students are not very interested in writing in the process of English learning. Through the analysis of the questionnaire, the data show that the students of high and low groups are in metacognitive strategies. There are differences in the use of cognitive strategies and social affective strategies to different extents. The use of metacognitive strategies can make learners more directional. The use of metacognitive strategies in writing can effectively improve the quality of writing; Cognitive strategies can effectively process and organize information and store it in a classified way, so that learners can recall and use effective information in the process of writing. The results show that the students with high scores have higher frequency and advantage in the use of metacognition and cognitive strategies. It shows that the use of writing learning strategies is conducive to improving students' writing level and performance, while the two groups of students are not very good at using social affective strategies, students study under great pressure and fierce competition. Only some students can complete the self-assessment, students' social affective strategies need to be strengthened. Combined with the results of the study, the author puts forward some suggestions for teachers' teaching and students' learning. First of all. Teachers must help students solve the difficulties and problems encountered by students in writing, improve the teaching awareness of writing learning strategies, urge students to modify their exercises, and guide students to evaluate each other's works. Secondly, students should give full play to their subjective initiative, accumulate vocabulary, strengthen the training of grammatical sentence patterns and lay a good foundation for writing. Combining reading and writing, increasing reading quantity and improving comprehensive ability; Strengthen the intensity of writing practice, practice English writing in a variety of ways, and actively use suitable writing learning strategies.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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