本文選題：高中生　切入點(diǎn)：寫作自我效能感　出處：《河北師范大學(xué)》2015年碩士論文

【摘要】：自上世紀(jì)七十年代以來(lái),二語(yǔ)研究者將他們的注意力從研究教學(xué)方法轉(zhuǎn)移到學(xué)習(xí)者個(gè)體差異上。作為最重要的個(gè)體差異因素之一,學(xué)習(xí)者的情感因素正在吸引著越來(lái)越多的注意。作為一項(xiàng)能夠體現(xiàn)學(xué)生綜合英語(yǔ)能力的技能,學(xué)生在英語(yǔ)寫作過(guò)程中的情感因素應(yīng)該引起注意。并且在2013和2014年河北省高考中,高中生15.28和14.97的英語(yǔ)寫作平均成績(jī)令人不太滿意的。因此,本文探索了高中生英語(yǔ)寫作自我效能感、英語(yǔ)寫作焦慮和英語(yǔ)寫作成績(jī)之間的關(guān)系。主要回答以下五個(gè)問(wèn)題:一、高中生英語(yǔ)寫作自我效能感、寫作焦慮和寫作成績(jī)的現(xiàn)狀怎樣?二、寫作自我效能感、寫作焦慮和寫作成績(jī)之間有何種關(guān)系?三、不同性別的學(xué)生在寫作自我效能感和寫作焦慮方面是否存在差異?四、不同寫作自我效能感和寫作焦慮水平的學(xué)生在寫作成績(jī)上是否存在差異?五、寫作自我效能感和寫作焦慮是否能夠預(yù)測(cè)寫作成績(jī)?如果能,哪個(gè)變量預(yù)測(cè)能力更強(qiáng),以及它們是怎樣影響寫作成績(jī)的?本文采用實(shí)證研究的方法,包括兩個(gè)調(diào)查問(wèn)卷和學(xué)生三次英語(yǔ)寫作成績(jī)的平均分。調(diào)查問(wèn)卷用來(lái)收集數(shù)據(jù),三次寫作成績(jī)的平均分作為學(xué)生的寫作成績(jī)。受試者來(lái)自邢臺(tái)一中學(xué)高一年級(jí)171名學(xué)生。數(shù)據(jù)回收后用SPSS17.0進(jìn)行分析。一、利用描述性統(tǒng)計(jì)分析調(diào)查了高中學(xué)生英語(yǔ)寫作自我效能感、寫作焦慮和寫作成績(jī)的現(xiàn)狀。二、利用相關(guān)性分析探索了寫作自我效能感、寫作焦慮和寫作成績(jī)之間的關(guān)系。三、通過(guò)獨(dú)立樣本T檢驗(yàn)調(diào)查不同性別的學(xué)生在寫作自我效能感和寫作焦慮方面的差異。四、單因素方差分析來(lái)研究不同寫作自我效能感和寫作焦慮水平的學(xué)生在寫作成績(jī)上的差異。五、通過(guò)多元回歸分析和路徑分析分別來(lái)探索寫作成績(jī)的預(yù)測(cè)變量和他們對(duì)寫作成績(jī)的影響方式。根據(jù)數(shù)據(jù)分析方法研究結(jié)果如下:一、高中生的寫作自我效能感處于中等水平,寫作焦慮處于中等水平,寫作成績(jī)也處于中等水平---比及格分高一點(diǎn)。二、寫作自我效能感和寫作成績(jī)顯著積極相關(guān);寫作焦慮和寫作成績(jī)顯著消極相關(guān);寫作自我效能感和寫作焦慮顯著消極相關(guān)。三、不同性別的學(xué)生在寫作自我效能感和寫作焦慮方面都不存在顯著性差異。三、不同寫作自我效能感的學(xué)生以及不同寫作焦慮水平的學(xué)生在寫作成績(jī)上存在顯著差異。五、寫作自我效能感能夠預(yù)測(cè)寫作成績(jī),寫作焦慮不能;寫作自我效能感直接影響寫作成績(jī),寫作焦慮通過(guò)寫作自我效能感的中介作用影響寫作成績(jī)。最后,根據(jù)這項(xiàng)調(diào)查,研究者提出了一些關(guān)于寫作教學(xué)的建議,目的在于提高學(xué)生的寫作水平。
[Abstract]:Since the 1970s, second language researchers have shifted their attention from research and teaching methods to individual differences among learners, as one of the most important factors of individual differences. Learners' affective factors are attracting more and more attention. As a skill that reflects students' comprehensive English ability, students' affective factors in the process of English writing should be paid attention to. The average scores of 15.28 and 14.97 of senior high school students in English writing are unsatisfactory. Therefore, this paper explores the relationship among English writing self-efficacy, English writing anxiety and English writing achievement of senior high school students. The main answers are as follows: 1. What is the current situation of high school students' English writing self-efficacy, writing anxiety and writing achievement? Second, what is the relationship between writing self-efficacy, writing anxiety and writing achievement? Third, are there any differences in writing self-efficacy and writing anxiety among students of different genders? Fourth, are there differences in writing achievement among students with different levels of writing self-efficacy and anxiety? Fifth, can writing self-efficacy and anxiety predict writing achievement? If so, which variable is more predictive and how do they affect writing performance? This paper adopts the empirical research method, including two questionnaires and the average scores of students' English writing scores three times. The questionnaire is used to collect data. The average scores of the three writing scores were taken as the students' writing scores. The subjects came from 171 students of grade one in Xingtai No. 1 Middle School. The data were collected and analyzed with SPSS17.0. The present situation of English writing self-efficacy, writing anxiety and writing achievement of senior high school students is investigated by descriptive statistical analysis. Secondly, the relationship among writing self-efficacy, writing anxiety and writing achievement is explored by correlation analysis. An independent sample T test was used to investigate the differences in writing self-efficacy and writing anxiety among students of different genders. Univariate analysis of variance (ANOVA) was used to study the differences in writing achievement among students with different levels of writing self-efficacy and writing anxiety. Multiple regression analysis and path analysis are used to explore the predictive variables of writing achievement and their influence on writing achievement. The results are as follows: first, the writing self-efficacy of senior high school students is at an intermediate level. Writing anxiety is at the middle level, and the writing score is also higher than the passing grade. Second, writing self-efficacy is positively correlated with the writing achievement, and writing anxiety is negatively correlated with the writing achievement. Third, there was no significant difference in writing self-efficacy and writing anxiety among students of different genders. Students with different writing self-efficacy and students with different levels of writing anxiety have significant differences in writing achievement. Fifth, writing self-efficacy can predict writing achievement, but writing anxiety cannot; Writing self-efficacy directly affects writing achievement, and writing anxiety affects writing achievement through the intermediary function of writing self-efficacy. Finally, according to this survey, the researchers put forward some suggestions on writing teaching. The aim is to improve the students' writing ability.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：B848;G633.41

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