“寫長法”對高中生英語寫作焦慮和寫作能力影響作用的實證研究
發(fā)布時間：2018-11-12 17:20
【摘要】：在語言教學領域,盡管輸入說與輸出說各執(zhí)一端,但無論從語言本身的本質屬性,還是語言的實際應用來看,語言輸入和語言輸出是不可分割的�？死晏岢龅恼Z言輸入假設,認為只要學習者收到足夠的可理解性的輸入性語言知識,就能習得語言；Swain認為克拉申的輸入假設過分強調輸入的作用而忽視輸出的作用,并認為語言學習的最終目的是實際的應用,提出了可理解輸出假設；文秋芳就我國的英語技能課程改革提出了包括口譯和筆譯在內的“輸出驅動假設”。而作為語言輸出的寫作是個復雜的心理過程,會受到情感因素的影響,其中外語學習焦慮是學習者情感狀態(tài)的一個重要因子,許多學生面對英語寫作任務常常產(chǎn)生一定程度的焦慮和壓力,不利于英語寫作能力的提高。王初明的“寫長法”是建立在Swain的可理解性輸出假設理論之上,以學生情感為突破口,通過精心設計的寫作任務,調節(jié)作文長度要求,逐步加大寫作量,讓學生表達真情實感,降低英語寫作焦慮,促進寫作能力的提高�！皩戦L法”在大學英語寫作中取得了成功,證明有利于增強學生的學習成就感和寫作自信心。然而與寫作焦慮相關的“寫長法”研究卻為數(shù)不多。本研究主要探討“寫長法”在高中的應用研究,并致力于回答三個問題：(1)“寫長法”能否減輕高中生的英語寫作焦慮?(2)“寫長法”能否提高高中生的英語寫作能力?(3)在減輕焦慮和提高寫作能力方面“寫長法”對高分組和低分組學生是否產(chǎn)生不同的影響?本研究的受試來自廣東省東莞市麻涌中學高一年級兩個平行班的98名學生,實驗前兩個班的學生接受了英語寫作焦慮和寫作能力測試,發(fā)現(xiàn)在這兩個方面兩個班級都沒有顯著差異,并隨機分成控制組和實驗組,根據(jù)前測成績把實驗組學生分成高分組和低分組。實驗組實行“寫長法”教學,控制組按照傳統(tǒng)方法學習,持續(xù)18周。要求實驗班學生每雙周完成一篇寫作任務,第一階段150字,第二階段200字,第三階段不少于300字,字數(shù)逐步增加,單周按照“寫長法”要求評價；控制組每兩周寫一篇大約100字的作文,按照傳統(tǒng)方式批改。實驗后用英語寫作焦慮量表和作文試題對兩個班級又進行了測試,通過運用社會科學統(tǒng)計軟件SPSS17.0對數(shù)據(jù)進行統(tǒng)計分析。研究結果表明：(1)“寫長法”能有效減輕高中生的英語寫作焦慮(2)“寫長法”能顯著提高高中生的英語寫作能力(3)在減輕焦慮和提高寫作能力方面“寫長法”對低分組學生產(chǎn)生的影響都比高分組學生更顯著。本研究只是對“寫長法”在高中的應用的一次嘗試,初步證明了“寫長法”在中學也具有可操作性,給高中英語寫作教學提供了一些啟示；然而由于客觀因素的影響,本研究有待于進一步深化和完善。
[Abstract]:In the field of language teaching, although input theory and output theory hold one end, language input and language output are inseparable from the nature of language itself and the practical application of language. According to the hypothesis of language input put forward by Krashen, as long as learners receive enough comprehensible input language knowledge, they can acquire language. Swain thinks that the input hypothesis of Krashen overemphasizes the role of input and neglects the role of output, and thinks that the ultimate purpose of language learning is practical application, and puts forward the understandable output hypothesis. Wen Qiufang put forward the export-driven hypothesis including interpretation and translation on the reform of English skills curriculum in China. Writing as a language output is a complex psychological process, which is influenced by affective factors, among which foreign language learning anxiety is an important factor of learners' emotional state. Many students often face English writing tasks with a certain degree of anxiety and pressure, which is not conducive to the improvement of English writing ability. Wang Chuming's "writing long method" is based on Swain's theory of comprehensible output hypothesis. It takes students' emotion as a breakthrough, adjusts the requirements of composition length through carefully designed writing tasks, and gradually increases the amount of writing, so that students can express their true feelings. Reduce English writing anxiety, promote the improvement of writing ability. The "writing long method" has been successful in college English writing, which has proved to be helpful to enhance students' sense of achievement and self-confidence in writing. However, there are few researches on writing long-length method related to writing anxiety. This study mainly discusses the application of "writing long method" in senior high school. And devoted to answer three questions: (1) "writing long method" can reduce high school students' English writing anxiety? (2) "writing long method" can improve senior high school students' English writing ability? (3) in reducing anxiety and improving writing In terms of ability, does the "writing long method" have different effects on the students of high score group and low group? The subjects of this study were 98 students from two parallel classes in Grade one of Senior one in Dongguan City, Guangdong Province. The students in the first two classes were tested for English writing anxiety and writing ability. It was found that there was no significant difference between the two classes, and they were randomly divided into control group and experimental group. According to the pre-test results, the experimental group was divided into high score group and low score group. The control group studied according to the traditional method for 18 weeks. Students in the experimental class were asked to complete a writing task every two weeks, 150 words in the first stage, 200 words in the second stage and 300 words in the third stage. The number of words was gradually increased and evaluated according to the requirements of the "writing long method". The control group writes a composition of about 100 words every two weeks, according to the traditional method. After the experiment, the two classes were tested with the English Writing anxiety scale and the composition Test, and the data were statistically analyzed by using the social science statistical software SPSS17.0. The results show that: (1) the "writing long method" can effectively reduce the high school students' English writing anxiety. (2) the "writing long method" can significantly improve the high school students' English writing ability. (3) it can reduce the anxiety and improve the writing ability. The effect of writing long method on low-group students is more significant than that of high-score students. This study is only an attempt at the application of "writing long method" in senior high school, which proves that "writing long method" is also operable in middle school, which provides some enlightenment to the teaching of English writing in senior high school. However, due to the influence of objective factors, this study needs to be further deepened and improved.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2327718
[Abstract]:In the field of language teaching, although input theory and output theory hold one end, language input and language output are inseparable from the nature of language itself and the practical application of language. According to the hypothesis of language input put forward by Krashen, as long as learners receive enough comprehensible input language knowledge, they can acquire language. Swain thinks that the input hypothesis of Krashen overemphasizes the role of input and neglects the role of output, and thinks that the ultimate purpose of language learning is practical application, and puts forward the understandable output hypothesis. Wen Qiufang put forward the export-driven hypothesis including interpretation and translation on the reform of English skills curriculum in China. Writing as a language output is a complex psychological process, which is influenced by affective factors, among which foreign language learning anxiety is an important factor of learners' emotional state. Many students often face English writing tasks with a certain degree of anxiety and pressure, which is not conducive to the improvement of English writing ability. Wang Chuming's "writing long method" is based on Swain's theory of comprehensible output hypothesis. It takes students' emotion as a breakthrough, adjusts the requirements of composition length through carefully designed writing tasks, and gradually increases the amount of writing, so that students can express their true feelings. Reduce English writing anxiety, promote the improvement of writing ability. The "writing long method" has been successful in college English writing, which has proved to be helpful to enhance students' sense of achievement and self-confidence in writing. However, there are few researches on writing long-length method related to writing anxiety. This study mainly discusses the application of "writing long method" in senior high school. And devoted to answer three questions: (1) "writing long method" can reduce high school students' English writing anxiety? (2) "writing long method" can improve senior high school students' English writing ability? (3) in reducing anxiety and improving writing In terms of ability, does the "writing long method" have different effects on the students of high score group and low group? The subjects of this study were 98 students from two parallel classes in Grade one of Senior one in Dongguan City, Guangdong Province. The students in the first two classes were tested for English writing anxiety and writing ability. It was found that there was no significant difference between the two classes, and they were randomly divided into control group and experimental group. According to the pre-test results, the experimental group was divided into high score group and low score group. The control group studied according to the traditional method for 18 weeks. Students in the experimental class were asked to complete a writing task every two weeks, 150 words in the first stage, 200 words in the second stage and 300 words in the third stage. The number of words was gradually increased and evaluated according to the requirements of the "writing long method". The control group writes a composition of about 100 words every two weeks, according to the traditional method. After the experiment, the two classes were tested with the English Writing anxiety scale and the composition Test, and the data were statistically analyzed by using the social science statistical software SPSS17.0. The results show that: (1) the "writing long method" can effectively reduce the high school students' English writing anxiety. (2) the "writing long method" can significantly improve the high school students' English writing ability. (3) it can reduce the anxiety and improve the writing ability. The effect of writing long method on low-group students is more significant than that of high-score students. This study is only an attempt at the application of "writing long method" in senior high school, which proves that "writing long method" is also operable in middle school, which provides some enlightenment to the teaching of English writing in senior high school. However, due to the influence of objective factors, this study needs to be further deepened and improved.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
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