本文選題：英語(yǔ)寫(xiě)作焦慮 + 英語(yǔ)寫(xiě)作策略　； 參考：《成都理工大學(xué)》2017年碩士論文

【摘要】：20世紀(jì)70年代初,外語(yǔ)教學(xué)法研究停滯不前促使外語(yǔ)教學(xué)研究的重點(diǎn)從研究教師如何“教”轉(zhuǎn)向?qū)W生如何“學(xué)”。要解決如何學(xué)的問(wèn)題,必須對(duì)語(yǔ)言學(xué)習(xí)者本體進(jìn)行研究,注重學(xué)習(xí)者個(gè)體差異。其中,語(yǔ)言焦慮和學(xué)習(xí)策略作為外語(yǔ)學(xué)習(xí)過(guò)程中重要的情感和認(rèn)知變量,對(duì)學(xué)習(xí)效果產(chǎn)生重要影響。而英語(yǔ)寫(xiě)作是取得外語(yǔ)學(xué)習(xí)成功的必備技能。作為外語(yǔ)學(xué)習(xí)中的輸出技能,學(xué)生常在寫(xiě)作過(guò)程中面臨各種挑戰(zhàn),導(dǎo)致學(xué)生在面對(duì)寫(xiě)作任務(wù)時(shí)感到焦慮,甚至產(chǎn)生逃避心理。英語(yǔ)寫(xiě)作焦慮和寫(xiě)作策略長(zhǎng)期以來(lái)是教學(xué)實(shí)踐者及語(yǔ)言學(xué)家研究的重點(diǎn)。但大多數(shù)研究趨向于探討它們各自對(duì)寫(xiě)作水平的影響,而涉及寫(xiě)作焦慮與寫(xiě)作策略關(guān)系的研究并不多。因此,本文基于國(guó)內(nèi)外對(duì)寫(xiě)作焦慮和寫(xiě)作策略的研究成果,嘗試用問(wèn)卷和訪談的形式探討英語(yǔ)寫(xiě)作焦慮對(duì)寫(xiě)作策略使用的影響,旨在為提高中國(guó)大學(xué)生英語(yǔ)寫(xiě)作水平提出建設(shè)性建議并為大學(xué)英語(yǔ)寫(xiě)作教學(xué)帶來(lái)一些啟示。本研究以147名成都理工大學(xué)非英語(yǔ)專業(yè)學(xué)生為研究對(duì)象,采用Cheng(2004)的外語(yǔ)寫(xiě)作焦慮問(wèn)卷(SLWAI)和PetricCzarl(2003)的外語(yǔ)寫(xiě)作策略問(wèn)卷(WSQ)以及訪談形式,以了解受試者寫(xiě)作焦慮程度、寫(xiě)作策略運(yùn)用情況、英語(yǔ)寫(xiě)作焦慮是否影響寫(xiě)作策略選擇等問(wèn)題。本研究主要探討以下問(wèn)題:(1)非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)寫(xiě)作焦慮現(xiàn)狀如何?(2)非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)寫(xiě)作策略的使用情況如何?(3)英語(yǔ)寫(xiě)作焦慮與寫(xiě)作策略的使用是否存在相關(guān)性?(4)不同焦慮程度的學(xué)生在寫(xiě)作策略的使用上是否有顯著性差異?研究結(jié)果表明:(1)非英語(yǔ)專業(yè)大學(xué)生普遍存在中等程度的寫(xiě)作焦慮。其中,焦慮程度最高的是規(guī)避行為,其次是認(rèn)知焦慮,身體性焦慮程度最低。(2)在三種寫(xiě)作策略中,非英語(yǔ)專業(yè)大學(xué)生使用頻率最高的為寫(xiě)作過(guò)程策略,其次是寫(xiě)前策略,修改策略使用頻率最低。(3)英語(yǔ)寫(xiě)作焦慮與寫(xiě)作策略總體呈顯著負(fù)相關(guān)。在寫(xiě)作的三個(gè)階段中,只有寫(xiě)前策略和修改策略與寫(xiě)作焦慮顯著負(fù)相關(guān),寫(xiě)作過(guò)程策略與寫(xiě)作焦慮無(wú)顯著相關(guān)性。(4)寫(xiě)作焦慮程度低的學(xué)生整體寫(xiě)作策略、寫(xiě)前策略和修改策略的使用頻率明顯高于寫(xiě)作焦慮程度高的學(xué)生,而高焦慮和低焦慮學(xué)生在寫(xiě)作過(guò)程策略使用頻率上并無(wú)顯著差異。最后,本文根據(jù)問(wèn)卷和訪談的分析結(jié)果提出了相應(yīng)的教學(xué)啟示及減輕英語(yǔ)寫(xiě)作焦慮的策略。
[Abstract]:At the beginning of 1970s, the stagnation of foreign language teaching method made the focus of foreign language teaching research change from how teachers "teach" to how students "learn". In order to solve the problem of how to learn, we must study the language learners' ontology and pay attention to the individual differences. Language anxiety and learning strategies are important emotional and cognitive variables in the process of foreign language learning. English writing is an essential skill for successful foreign language learning. As an output skill in foreign language learning, students often face various challenges in the process of writing, which leads to anxiety and even evasive psychology in the face of writing tasks. English writing anxiety and writing strategies have long been the focus of teaching practitioners and linguists. However, most studies tend to explore their effects on writing proficiency, but there are few studies on the relationship between writing anxiety and writing strategies. Therefore, based on the research results of writing anxiety and writing strategies at home and abroad, this paper attempts to explore the influence of English writing anxiety on the use of writing strategies by means of questionnaires and interviews. The purpose of this paper is to provide constructive suggestions for improving the English writing level of Chinese college students and to bring some enlightenment to the teaching of college English writing. In this study, 147 non-English major students of Chengdu University of Technology were investigated by using the Foreign language Writing anxiety questionnaire (SLWAI) and Petrc Czarlberg 2003 (Chengdu University of Science and Technology), and interviews were conducted to find out the degree of writing anxiety of the subjects. The use of writing strategies, whether English writing anxiety affects the choice of writing strategies, and so on. This study focuses on the following questions: 1) what is the current situation of English writing anxiety among non-English majors? (2) how about the use of English writing strategies for non-English majors? 3) English writing anxiety and whether the use of writing strategies exists. Are there significant differences in the use of writing strategies among students with different anxiety levels? The results show that non-English majors generally have moderate writing anxiety. Among the three writing strategies, non-English majors use the most frequently writing process strategies, followed by pre-writing strategies. English writing anxiety is negatively correlated with writing strategies as a whole. In the three stages of writing, only pre-writing strategies and modified strategies are negatively correlated with writing anxiety, while writing process strategies have no significant correlation with writing anxiety. 4) students with low level of writing anxiety have overall writing strategies. The frequency of use of pre-writing strategies and modified strategies is significantly higher than that of students with high level of writing anxiety, but there is no significant difference in the frequency of using strategies in writing process between students with high anxiety and low anxiety. Finally, based on the results of questionnaires and interviews, this paper puts forward the corresponding teaching implications and strategies to alleviate English writing anxiety.
【學(xué)位授予單位】：成都理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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