高中生英语写作元认知策略与写作焦虑的相关性研究
发布时间：2019-03-29 08:51
【摘要】：英语写作是外语学习的四项基本技能之一,属于产出性的技能,也是高中生薄弱的环节,大多数高中生对于英语写作会产生焦虑心理。有效地降低高中生的英语写作焦虑,有助于提高他们的英语写作能力。降低学生写作焦虑的方法和手段较多,但本研究试图探讨“写作元认知策略训练”是否有助于高中生“写作焦虑”的降低。本研究以元认知策略及写作焦虑理论为依据,在回顾国内外相关领域的研究历史与现状的基础上,将元认知写作策略培训融入到高中英语课堂教学中,期望通过元认知策略在英语写作中的培训能降低高中生的英语写作焦虑,具体研究问题如下:(1)高中生写作元认知策略使用和英语写作焦虑水平的现状如何?(2)写作元认知策略与英语写作焦虑是否存在相关性?如果存在,是何种相关性?(3)通过写作元认知策略的培训,是否能够促进高中生写作元认知策略的使用,并相应降低高中生的英语写作焦虑?本研究以云南建水一中高一年级129人为研究对象,以英语写作焦虑量表以及英语写作元认知策略量表作为工具,通过描述性分析和实验前的访谈,得到训前高中生写作元认知策略使用和英语写作焦虑水平的值。通过为期10周的写作元认知策略的训练,得出训练前后相关数据的变化情况。通过使用SPSS(11.5)软件做了独立样本和配对样本T检验,结合实验后的访谈,从而发现写作元认知策略使用与英语写作焦虑的相关性。研究表明:(1)受试高中生在用英语写作时存在中等程度的焦虑,其中“回避行为”表现得最为明显,其次是“认知焦虑”,最后是“身体焦虑”。受调查高中生写作元认知策略使用频率处于中等水平,其中使用“监控策略”最多,其次是“计划策略”,最后是“评估策略”。(2)写作元认知策略与英语写作焦虑呈轻度负相关关系,即写作元认知策略使用越好,英语写作焦虑越低;反之,英语写作焦虑水平就越高。(3)通过写作元认知策略的培训,能促进写作元认知策略使用的频率,继而缓解高中生英语写作的焦虑。本研究验证了“写作元认知策略培训可能降低英语写作焦虑”的假设和操作方法,对于写作教学有良好的借鉴和启示作用。学生在有效写作元认知策略的指导下,学习变得更加自主,也增强了他们写作的信心。
[Abstract]:English writing is one of the four basic skills in foreign language learning. It belongs to productive skills and is also a weak link for high school students. Most senior high school students will have anxiety about English writing. Effectively reducing the English writing anxiety of senior high school students is helpful to improve their English writing ability. There are many ways and means to reduce students' writing anxiety. However, this study attempts to explore whether "writing metacognitive strategy training" contributes to the reduction of high school students' writing anxiety. On the basis of metacognitive strategy and writing anxiety theory, this paper reviews the research history and present situation of relevant fields at home and abroad, and then integrates metacognitive writing strategy training into senior high school English classroom teaching. It is expected that the training of metacognitive strategies in English writing will reduce the writing anxiety of senior high school students. The specific research questions are as follows: (1) what is the status of writing metacognitive strategy use and English writing anxiety level in senior high school students? (2) is there any correlation between writing metacognitive strategy and English writing anxiety? If so, what is the correlation? (3) can the training of writing metacognitive strategies promote the use of writing metacognitive strategies in senior high school students and reduce their English writing anxiety accordingly? In this study, 129 senior high school students in Jianshui, Yunnan Province, were selected as the subjects. The English Writing anxiety scale and the English Writing Metacognitive Strategy scale were used as tools, through descriptive analysis and pre-experiment interviews. The scores of writing metacognitive strategy use and English writing anxiety level of pre-training senior high school students were obtained. Through the training of writing metacognitive strategies for 10 weeks, the changes of relevant data before and after the training were obtained. By using SPSS (11.5) software to do independent sample and paired sample T test, combined with the interview after the experiment, it is found that the use of writing metacognitive strategies is related to English writing anxiety. The results show that: (1) Middle-level anxiety exists in high school students' writing in English, in which "avoidance behavior" is the most obvious, followed by "cognitive anxiety" and finally "physical anxiety". Middle school students' writing metacognitive strategies were used frequently, among which "monitoring strategy" was used the most, and "planning strategy" was followed by "planning strategy". (2) there is a slight negative correlation between writing metacognitive strategies and English writing anxiety, that is, the better use of writing metacognitive strategies, the lower English writing anxiety; On the contrary, English writing anxiety level is higher. (3) through the training of writing metacognitive strategies, the frequency of writing metacognitive strategies can be promoted, and then the anxiety of English writing of senior high school students can be alleviated. This study validates the hypothesis and operational methods that "writing metacognitive strategy training may reduce English writing anxiety", which can be used for reference and enlightenment in writing teaching. Under the guidance of effective writing metacognitive strategies, students' learning becomes more autonomous and enhances their confidence in writing.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2449360
[Abstract]:English writing is one of the four basic skills in foreign language learning. It belongs to productive skills and is also a weak link for high school students. Most senior high school students will have anxiety about English writing. Effectively reducing the English writing anxiety of senior high school students is helpful to improve their English writing ability. There are many ways and means to reduce students' writing anxiety. However, this study attempts to explore whether "writing metacognitive strategy training" contributes to the reduction of high school students' writing anxiety. On the basis of metacognitive strategy and writing anxiety theory, this paper reviews the research history and present situation of relevant fields at home and abroad, and then integrates metacognitive writing strategy training into senior high school English classroom teaching. It is expected that the training of metacognitive strategies in English writing will reduce the writing anxiety of senior high school students. The specific research questions are as follows: (1) what is the status of writing metacognitive strategy use and English writing anxiety level in senior high school students? (2) is there any correlation between writing metacognitive strategy and English writing anxiety? If so, what is the correlation? (3) can the training of writing metacognitive strategies promote the use of writing metacognitive strategies in senior high school students and reduce their English writing anxiety accordingly? In this study, 129 senior high school students in Jianshui, Yunnan Province, were selected as the subjects. The English Writing anxiety scale and the English Writing Metacognitive Strategy scale were used as tools, through descriptive analysis and pre-experiment interviews. The scores of writing metacognitive strategy use and English writing anxiety level of pre-training senior high school students were obtained. Through the training of writing metacognitive strategies for 10 weeks, the changes of relevant data before and after the training were obtained. By using SPSS (11.5) software to do independent sample and paired sample T test, combined with the interview after the experiment, it is found that the use of writing metacognitive strategies is related to English writing anxiety. The results show that: (1) Middle-level anxiety exists in high school students' writing in English, in which "avoidance behavior" is the most obvious, followed by "cognitive anxiety" and finally "physical anxiety". Middle school students' writing metacognitive strategies were used frequently, among which "monitoring strategy" was used the most, and "planning strategy" was followed by "planning strategy". (2) there is a slight negative correlation between writing metacognitive strategies and English writing anxiety, that is, the better use of writing metacognitive strategies, the lower English writing anxiety; On the contrary, English writing anxiety level is higher. (3) through the training of writing metacognitive strategies, the frequency of writing metacognitive strategies can be promoted, and then the anxiety of English writing of senior high school students can be alleviated. This study validates the hypothesis and operational methods that "writing metacognitive strategy training may reduce English writing anxiety", which can be used for reference and enlightenment in writing teaching. Under the guidance of effective writing metacognitive strategies, students' learning becomes more autonomous and enhances their confidence in writing.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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