本文選題：支架式教學(xué)　切入點(diǎn)：寫作焦慮　出處：《五邑大學(xué)》2017年碩士論文

【摘要】：焦慮作為影響外語學(xué)習(xí)的重要情感因素,一直受到眾多研究者的關(guān)注。眾多研究者試圖找到有效的方法來降低外語學(xué)習(xí)者的焦慮。在高中英語教學(xué)實(shí)踐中,高中生在寫作過程中表現(xiàn)較高的焦慮。為了降低高中生英語寫作焦慮的問題,本人基于建構(gòu)主義和最近發(fā)展區(qū)理論,采用支架式教學(xué)法,開展降低高中生英語寫作焦慮的研究。本研究旨在回答以下兩個(gè)問題:(1)支架式教學(xué)法是否可以降低高中生英語寫作焦慮水平?(2)寫作焦慮對(duì)高中生英語寫作水平有何影響?本研究以江門地區(qū)某學(xué)校高一年級(jí)11,12班兩個(gè)自然班為研究對(duì)象,11班為實(shí)驗(yàn)組,12班為控制組。控制組采用傳統(tǒng)的教學(xué)方法(成果教學(xué)法),實(shí)驗(yàn)組則實(shí)施支架式教學(xué)法,即搭建支架,進(jìn)入情境,獨(dú)立寫作,合作學(xué)習(xí),效果評(píng)價(jià)。教學(xué)實(shí)驗(yàn)歷時(shí)20周,本研究中收集的數(shù)據(jù)包括:二語寫作焦慮問卷,學(xué)生英語寫作測(cè)試以及對(duì)學(xué)生的訪談。實(shí)驗(yàn)后利用社會(huì)科學(xué)統(tǒng)計(jì)軟件包(SPSS 16.0)對(duì)數(shù)據(jù)進(jìn)行了分析。本人通過采用獨(dú)立樣本分析實(shí)驗(yàn)前控制組與實(shí)驗(yàn)組二語寫作焦慮問卷和英語寫作成績,分別得到p=.8680.05,p=.2100.05,說明控制組和實(shí)驗(yàn)組在實(shí)驗(yàn)前測(cè)中的寫作焦慮水平和英語寫作水平一致。教學(xué)實(shí)驗(yàn)前后配對(duì)樣本對(duì)比分析發(fā)現(xiàn):支架式教學(xué)法能夠顯著降低高中生的英語寫作總體焦慮(p0.05)。筆者采用獨(dú)立樣本分析實(shí)驗(yàn)后控制組與實(shí)驗(yàn)組作文成績,得到p0.05,表明兩個(gè)班作文成績存在顯著差異。對(duì)實(shí)驗(yàn)組隨機(jī)抽取的30名學(xué)生的訪談的分析結(jié)果表明被試者對(duì)支架式教學(xué)持肯定的態(tài)度。研究結(jié)果表明,支架式教學(xué)法有助于降低高中生英語寫作焦慮;隨著學(xué)生寫作焦慮水平的降低,學(xué)生的寫作水平得到提高。本研究的重要啟示是高中英語教師要意識(shí)到寫作焦慮對(duì)寫作水平的影響,并且采取有效的教學(xué)方法降低寫作焦慮,從而提高學(xué)生的英語寫作水平。
[Abstract]:Anxiety, as an important affective factor affecting foreign language learning, has been concerned by many researchers.Many researchers try to find effective ways to reduce foreign language learners' anxiety.In high school English teaching practice, high school students show high anxiety in the process of writing.In order to reduce the English writing anxiety of senior high school students, based on constructivism and the theory of proximal development area, I have adopted the scaffolding teaching method to carry out a study to reduce the English writing anxiety of senior high school students.The purpose of this study is to answer the following two questions: (1) whether the scaffolding approach can reduce the level of high school students' English writing anxiety? (2) how does writing anxiety affect high school students' English writing proficiency?In this study, two natural classes in Grade 11 and 12 in a school in Jiangmen area were chosen as the experimental group and the control group as the control group.The control group adopted the traditional teaching method (result teaching method), the experimental group implemented the scaffold teaching method, that is, the scaffold, entered the situation, independent writing, cooperative learning, effect evaluation.The experiment lasted 20 weeks. The data collected in this study included: second language writing anxiety questionnaire, students' English writing test and interviews with students.After the experiment, the data were analyzed by SPSS 16.0.By using an independent sample analysis of the second language writing anxiety questionnaire and the English writing scores of the control group and the experimental group before the experiment, I got p.8680.05p.2100.05, respectively, indicating that the writing anxiety level of the control group and the experimental group is the same as that of the English writing level in the pre-experiment test.The comparative analysis of paired samples before and after the teaching experiment shows that the scaffolding teaching method can significantly reduce the overall anxiety of senior high school students in English writing.The author used independent samples to analyze the composition scores of the control group and the experimental group, and obtained p0.05, which indicated that there was a significant difference between the two classes.The results of interviews with 30 randomly selected students in the experimental group showed that the subjects had a positive attitude towards scaffolding teaching.The results show that the scaffolding approach can help to reduce high school students' English writing anxiety, and with the decrease of students' writing anxiety level, students' writing ability will be improved.The important revelation of this study is that high school English teachers should realize the influence of writing anxiety on writing proficiency and adopt effective teaching methods to reduce writing anxiety so as to improve students' English writing level.
【學(xué)位授予單位】：五邑大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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